#it’s like. she can create lesson plans that give them the skills they need to land the jobs they need to survive. or she can not do that
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Do you have any plans for Moth Flight in your au? I always felt like she had a lot of potential, but her super edition…. Oh it’s bad. God forbid a disabled, young, single mom try to raise children and have a job at the same time. Too bad there was no one to help her when things got stressful, like you know, her clanmates… No women should have a job and children at the same time ever again.
If it wasn’t obvious that was sarcasm, Moth Flight’s story has awful implications. But! In BB Clerics Not being allowed to have kits wasn’t a law until the Ripple Era, it used to just be a personal vow and was a bit taboo. So I’m interested in of Moth Flight still had something to do with the creation of the vow itself? And just in general if you have any plans to fix her story or if you’re just throwing the whole thing out. (Which would be completely understandable.) I just think there IS potential there in her story, especially in BB where the Clerics Vow is actually ACKNOWLEDGED to not make sense and be bad. It could be interesting for the idea to rise from such a hyper specific, awful situation. The Clans having altered her story so much over the years that it went from the truth, “the first Cleric was a young, single mother of four, trying to raise her children while morning her husband and convincing the other Clans that they needed Clerics. The odds were against her.” To the perfect, Cleric’s Vow supporting lie, “the first Cleric had kits. She was unable to balance raising them and caring for her Clanmates. She taught the Clans a valuable lesson, a Clerics first and only duty should be healing and worshiping StarClan. Kits only get in the way of that duty.”
Idk, I just feel like there’s still an interesting story to tell somewhere through all of Moth Flight’s super edition’s bs. In the hands of a better writer who doesn’t ACTUALLY believe that Moth Flight’s genuinely tragic life means that all women who have jobs can never have children or get married again.
There's HUUGE overhauls here. I spoke about it eons ago during the last wave where I was discussing my changes to BB!DOTC, but let me give you the fragments thus far.
It's VERY different. Get ready for Moth Flight to be a completely different character.
MOTH FLIGHT'S VOW
She is no longer the child of Wind Runner. In fact...
She's the daughter of Wind Runner's shitty ex, Branch
Moth's other dad is Cloud Flight (prev. Cloud Spots). Since the Great Battle, Cloud has been wandering between the 5 groups as a sort of traveling doctor. It's a lot of work, there's only him and Dapple and an overwhelming amount of cats who need his skilled paws
So Moth Flight has always been a bit detached from people. I want her to actually have ADHD this time around, instead of it vanishing when it isn't convenient.
She kind of has Military Base Kid energy, hopping place to place with unresolved mental health issues. She probably bites ppl because I love weird girls
"papas can i bring my leeches" "honey no"
Cloud really wanted to train her to be a Medic the way he is, but... she has to learn how to do it her own way.
Branch doesn't help he's a goof and mostly interested in playing games with his baby.
I want to portray Branch as someone who's flighty, not another example of "before the Tribe cats came we were uncivilized heathens without society"
I also don't like his original narrative purpose to give Wind Runner trust issues that don't matter. If she had trust issues, what exactly was all that "please let me join ur group" about??
BB!Wind Runner is a breakaway from the River Kingdom, and the leader of the loosely united Moor cats. She created the Wind Coalition and is its intense, notoriously ruthless leader
So something eventually calls Cloud to do his work for the Wind Coalition
Branch: *SWEATS*
Cloud Flight: "..............branch. what did you Do"
Branch: "youre not allowed to be mad at me"
Cloud Flight: "tell me what you did and then we'll see if im mad at you"
The take might be controversial, but I do like the way that Windstar has problems with Moth Flight for no reason. I wanted to preserve it while removing it being yet another case of motherly child neglect, and more of a case of Wind Runner holding unfair grudges. I think it's good drama
Moth Flight's love of nature, herbs, and the natural world eventually prompts her to follow a Hairstreak Butterfly to the Moonstone. It leads her through the winding tunnels, a path that only Clerics will know how to navigate in the future, to the shimmering chamber in the middle.
Through her special connection to StarClan, drawing off the early cultural view of their ancestors as nature spirits (the fact that they are star spirits is a Park Cat contribution and all 5 leaders have their lives by this point), Moth Flight is able to come into her own as a holy speaker and healer. She begins to blur the line between holiness and healing, marked by how Clanmew has only one word for both concepts.
Hairstreak Butterflies also become known as a "herald" type of butterfly. I could get into the linguistics of this, but the old Tribemew word for moth/butterfly becomes the Clanmew word for sacred butterflies.
Micah is not supremely important anymore, but he's there. He doesn't become a healer in MFV, he's just Moth's mate.
But things begin to go wrong when her kittens are born.
All four children are born with a high connection to StarClan, just like their mother.
She takes it on herself to train them, as Cloud Flight had done with her, wiser from understanding that they would learn in their own ways.
Dapple and Cloud Flight never have this connection to star spirits, and they're growing old. Cloud is ready to retire, Dapple dies in some way before she's able to train a replacement
It begins to cause panic in the groups. It was bad with only two healers, but now everything is stretched even thinner.
SkyClan, notoriously violent, is the first to make the move. Skystar was not above the practice of Kit Stealing, taking Misty's kittens and giving them to Petal Claw for her loyalty ages ago.
Kit Stealing wouldn't become common until the creation of the Law of Loyalty, which is only a few years away, but it did exist before then.
They want a Mothkin kitten.
The Wind Coalition, of course, moves to fight and protect them. They call on ThunderClan, who can usually be relied upon
ThunderClan's request... they also want a Mothkin kitten. They need doctors too.
The River Kingdom and ShadowClan are also moving to take a kitten
EVERYONE needs a doctor, and they will fight and kill to get one. They all begin to realize... if they don't separate, there will be blood. People they love will die, and they'll be ripped apart anyway
Moth Flight, seeing this, BURNING with sorrow and fury at the violence of the Clans but knowing there is no other option, tells her children to make her a promise.
"That there will be no Mothkin after you. That you will never take a mate, or give your kidnappers more children. That you will remember that they were willing to kill their own families to steal you, and that you will be loyal the pursuit of life, virtue, and your sacred ability to heal above the cruel commands of the treacherous Clans."
Having accepted this, the family calls for an end to the fighting. Each child chooses a Clan to go to, and has their name changed.
ThunderClan: Spider Flight -> Spider Flight (no change)
SkyClan: Honey Flight -> Honey Pelt
RiverClan: Bubble Flight -> Bubbling Stream
ShadowClan: Blue Flight -> Blue Whisker
They're being shuffled based on which Clan they go to because it always bothered me that their names don't match their Clans, and also Spider Paw going to RiverClan when he has a phobia of water is insulting and I said no
So, TL;DR, this is a completely different story because DOTC is the one arc that I don't value "fixing." It needs a complete overhaul, imo.
This one would take place after Thunderstar's Justice, which immediately follows the First Battle. In terms of timeline, first is Hollyleaf's Century, 30 years later BB!DOTC begins and lasts several years, a few months after the First Battle begins Thunderstar's Justice, and then Moth Flight's Vow follows a year later.
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Writer : Amy Densham
Whether your kids live in rural Iowa or downtown NYC. If they have cosplaying parents or only they just learned about Halloween. Astrid and Leah bring that excited, welcoming, Con energy to their student’s computer screens all over the world.
The platform is Outschool. It’s been around since 2015 and started as a go-to for homeschoolers. During the COVID-19 pandemic, Outschool grew beyond homeschooling. It became a place for learning and socializing whether you homeschool or not.
Now serving over 1 million learners in 195 countries, Outschool has thousands of classes for ages 3 - 18. Learn about dinosaurs from a paleontologist. C# coding from a game developer. Or cosplay from an expert seamstress and a professional actress.
Astrid Turner, bubbly and all smiles, remembers standing in line at a Con: “The cosplay community is one of the most supportive and wonderful communities out there. When I cosplay, it’s not attention on me. It’s attention for something we share. We already know we like the same things. The craftsmanship, the idea that you’re there together, dressed up, having an experience together.”
Astrid teaches Cosplay Costume Design and Creation Workshops and anything else costume-related (just send her a request). She can pleat a skirt, put a bodice in, and bring kids out of their shells with ease. Part of her class includes real-world skills like comparison shopping; if you’re asking mom to buy it, you need to have a plan.
What does Astrid hope her students walk away with from taking her class ? Ask about her experience teaching online classese.
With a classroom maximum of 5, Astrid gives personalized attention to all of her students. Some enroll with a clear costume vision. Others just love Anime. Either way, Astrid helps them follow their own creativity and make it a reality.
Do they need a sketch? No problem. Does the fabric need to be washable? She knows just the thing. And costumes are just the beginning.
Her eyes light up when she talks about intuitive, introverted students growing and connecting as the weeks go by. Someone who barely spoke in their first class is now the first one to share their progress and welcome a new student. They find their people and their voice.
Leah Johnson, artful and confident, talks about her experience at Cons: “It feels like everyone is a family. They want to welcome you in. It’s an excitement of sharing. Always. Of what they’ve made, what they’ve done, other cons that they’ve gone to, and people they’ve met. Everyone there wants to inspire each other.”
Leah teaches Special FX, Halloween, and Cosplay Makeup or one-on-one classes by request. Some of her students want to become professional makeup artists. Some want to scare their grandmas with fake wounds. In both situations, Leah is raring to go! And so is her washable Mehron Practice Makeup Head - currently sporting terrifying clown makeup from her last class.
Every class is unique. Some learners pop in with full, top-of-the-line makeup kits and some join with leftovers from the makeup wearer in their house. Part of the fun for Leah and her students is figuring out how to create looks with what you’ve got.
It’s a great life lesson too. Sometimes you’ll need a specific product but sometimes you just need to be resourceful. Leah playfully refers to it as preparing for the zombie apocalypse when you won’t have all the tools. Her personality beams through the screen as she uses her makeup head to show makeup techniques, up close, and with student-requested variations.
For Leah, the online part wasn’t her favorite. There’s an unquantifiable distance when you’re interacting online. You aren’t in the same space. It’s not the same as in person. But she makes that work too. And it’s a small inconvenience compared to the big benefit: bringing creative, accepting spaces to students wherever they are in the world.
Every class is unique. Some learners pop in with full, top-of-the-line makeup kits and some join with leftovers from the makeup wearer in their house. Part of the fun for Leah and her students is figuring out how to create looks with what you’ve got.
It’s a great life lesson too. Sometimes you’ll need a specific product but sometimes you just need to be resourceful. Leah playfully refers to it as preparing for the zombie apocalypse when you won’t have all the tools. Her personality beams through the screen as she uses her makeup head to show makeup techniques, up close, and with student-requested variations.
For Leah, the online part wasn’t her favorite. There’s an unquantifiable distance when you’re interacting online. You aren’t in the same space. It’s not the same as in person. But she makes that work too. And it’s a small inconvenience compared to the big benefit: bringing creative, accepting spaces to students wherever they are in the world.
HOW IT STARTED
Astrid and Leah both grew up loving costumes but they didn’t find out about cosplay until much later. In each of their separate hometowns, they were that kid in full costume at the grocery store. Or decked out like crazy on Halloween. Sound familiar?
Astrid remembers her first Ren Faire: “My first costume was a disaster but I was so proud of it! Ever since then, I knew I wanted to make costumes.”
Growing up in a rural area outside LA, she always wanted to go to the San Diego Comic-Con but she didn’t have anyone to go with and didn’t want to go by herself. None of her friends were cosplayers - a term she didn’t even know existed.
She taught herself to sew, learning by creating more and more complex projects. Elaborate Elizabethan gowns with striking details for the next faire.
As she grew older, Atrid took a detour, exploring other career paths but she came back to sewing when her kids were small. Making clothes and costumes for them brought back that magic. And the internet showed her there was a whole community out there. No longer the only cosplayer in town, she dove in head first.
Now Astrid and her 3 kids (ages 13, 10, and 7) attend Cons every chance they get. In full costume, of course. She enters competitions in the handmade category and, though she’s modest, has taken home more than one win. In middle school, Astrid was big into theatre, Shakespeare, and creating Renaissance costumes.
An actor, director, voiceover artist, and singer, Leah cosplays characters from Arwen to Cruella De Vil to Mary Poppins. She teaches makeup and cosplay on Outschool but does both professionally for film, theatre, and events.
To name a few, she designed costumes for the TV show Kookville and a stage production of The Lion, the Witch and the Wardrobe. She even did makeup and created costumes for the movie Demon Squad, which you can find in Season 13 of Mystery Science Theatre 3000.
She believes that cosplay isn’t just about expressing yourself, it’s about developing yourself and creating a full aesthetic. Beyond that, she wants her students to know, they can make a career out of their creative passions. And she’ll help them do it.
Leah talks about her first Ren Faire experience: “It felt awesome because I was trying to be intentional about creating a costume for me. Not for a play. Not for someone else based on their vision. It was my vision. It was what I wanted to do.”
You feel different in your cosplay. The persona, the confidence. It can be hard to describe but Astrid and Leah teach toward that feeling in every class.
Specializing in Elizabethan and Italian Renaissance costumes, Astrid also cosplays Collei from Gensin Impact and loves growing her skills in the anime genre. She even runs a social club on Outschool where Genshin fans can hang out virtually and game together.
Astrid beams: “A lot of kids and adults choose a character and they try to match that persona. It’s a little bit of safety. I’ve had people scream ‘OH MY GOD ITS COLLEI’ and run over to me. Under normal circumstances that wouldn’t happen. But at Cons, it’s so exciting. It’s amazing to connect with other people through that persona.”
***
Leah, with her cosplay weapon collection behind her: “You feel more confident in your character’s costume. It’s a projection of your best self. A lot of work, your imagination, and your brain is now projected on the outside. People can see that part of you that they can’t see in any other situation.”
Leading by example, Leah shows her students that they can make their creative passions into careers. She beams when she talks about a student getting confident enough to make an Actor Instagram account. Or doing professional-level wedding makeup for their entire family.
Teaching online from Arkansas since 2018, Astrid volunteered for the first-ever Outschool Cosplay Convention in 2021. Now called GameCon, the 2-day event featured presentations at different times of day for different timezones. Sessions about costume design, makeup, theatre performance, and more. And, most exciting of all, the costume showcase. Every kid got a chance in the spotlight to show off their creations.
Astrid, laughs now: “I burst into tears when I logged off. It was such a rush of emotions. I found my people! I wish I had this when I was a kid.”
***
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Nandini's Scroll
This post is about the books, not films.
When the Ponniyin Selvan novel begins, we see that Maduranthaka Thevar has won the support of the majority of the cheiftains in the country. Veera Pandyan has been dead for 3 years but Aditha Karikalan is still alive. Why? Nandini has delayed the murder for as long as she could. After taking the oath with aabathudavigal to save her life, Nandini tried to escape by seeking asylum with Periya Pazhuvettaraiyar. That didn't work as she expected.
He married her, Ravidasan caught up with her and tried to kill her again. She tells him that she will use her beauty and skills for their goal. And what is their goal? She slowly changes goal posts. Nandini too found pleasure in creating discord in the royal family. So pragmatic Ravidasan waits and lets Nandini work.
And that wait has ended.
You've still not told me what it is.
We have arranged to send people to Kanchi and Lanka.
When Ravidasan comes to visit Nandini after Vanthiyathevan leaves, Nandini still doesn't have a clear idea about what they are doing.
"Why did you take so long to say so? I had them ready even before you asked," said Nandini. She bent down, took a bag from under the bed and gave it to Ravidasan. "This bag is full of gold coins from Lanka..."
She knows that they are up to some mischief in Lanka and has arranged for the Lankan gold coins to finance their journey. But they are not going to Lanka alone. They are despatching some men to Kanchi too.
And Nandini panics badly. Their time is coming to an end. She can't sit back and let aabathudavigal work. She can't go to Kanchi either. So a letter it is. But how can she deliver it to him?
Vanthiyathevan doesn't come back. She doesn't have trusted messengers at her beck and call. The opportunity presents itself on that day itself in the form of injured Kandan Maran. Nandini treats him in her palace and decides to send it through him.
We see her writing and rewriting the scroll, sighing, trembling and sweating. This is their death warrant. Since Pazhavoor Ilaya Rani Nandini Devi doesn't have any reason to write direct letters to Koparakesari Aditha Karikalan, she makes it as "grandmotherly" as possible - your father (Emperor) is ill, forget all misunderstandings, come back.
She gives it to Kandan Maran, who tries to assault her by grabbing her hands. Pervert 🤢 Nandini can not respond but her situation is illustrated by an allegory.
A chained parrot was seated on a triangular perch suspended from the roof of the mandapam. In his haste, Pazhuvettarayar grabbed the bird without meaning to, the turmoil in his mind spreading to his hands. The bird fluttered its wings and screeched, unable to endure his vice-like grip.
I don't think I need to explain who is the chained parrot.
Nandini can not afford to send any secret letters through someone like Kandan Maran. So she is planning to use all her charm here.
She tells Periya Pazhuvettaraiyar that she is sending a letter to the crown prince. Obviously, Pazhuvettaraiyar doesn't like that his wife is sending a message to another man. Nandini's reply is hilarious,
"If the Ilaya Piratti can send a scroll to her younger brother through his friend, why can’t the Pazhuvoor Rani write one to the elder brother and send it through this man?"
What kind of excuse is that? Still Pazhuvettaraiyar is temporarily distracted by the news of Kundavai's scroll. Mission half success. But Kandan Maran who was watching this interaction feels uncomfortable and seeks confirmation again.
"What should I tell my father? Can I tell him that this is the Pazhuvoor chief's desire?"
Of course. Nandini's desire is her husband's desire too, isn't it darling? Pazhuvettaraiyar couldn't do anything but agree to it.
After Kandan Maran leaves, Pazhuvettaraiyar grills Nandini again. She reiterates her excuse - she is planning to teach a lesson to Kundavai. Does her esteemed husband understand?
Well, he doesn't understand a thing but has to pretend like he did because he would look like a fool otherwise. Phew! Narrow escape! If Kandan Maran or Pazhuvettaraiyar read the letter or asked her relevant, objective questions, Nandini's story would have ended that day.
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Rarity Vs Rainbow Dash...
In their third episode together, Rarity and Rainbow Dash are going to spend some time together. But Twilight wanted to show them as examples of friends being friends despite the differences. But when pressed to explain why, they couldn’t really come up with an answer. They were basically forced to explain why they like Apple Jacks if they don’t taste like apples. You’re welcome RariJack and AppleDash shippers.
So Twilight gets the brilliant idea of letting the students follow them during all this. So instead of them most likely settling on a spa day together, they were forced to try to do the other’s activities. Rarity doesn’t pay attention in Buckball. Rainbow Dash is bored during shopping. And when Gem Hunting Rainbow Dash’s hunt for treasure breaks the gems Rarity gathered. The day was so bad, they decided to stop being friends. Great job Twilight!
So it's up to Starlight to live up to her Guidance Counselor Deal to repair this friendship. Though honestly, it sounds more like a Marriage Counselor session with how they complain about each other. You’re welcome RariDash Shippers, wherever you guys are. Starlight got an idea though: let each of them read the other’s favorite book. Turns out it didn’t go so well.
Rarity found the action set pieces ridiculous and scolds Rainbow Dash when she reveals she didn’t finish her book. We later find out Rarity didn’t finish the book either, so she’s a Phony Pony Full of Baloney. Starlight sees the arguing get worse and goes to find help. When Starlight returns, she drags the two because Twilight needs help. Someone has “stolen” an artifact and she needs those two to work together. So it's tricking Rainbow Dash to learn a lesson again. This time with Rarity.
This leads to a series of events where they each are impressed by the other’s skill. Dash figuring out the bog was too deep. Rarity building a boat. Their combined efforts created the ultimate breath mint. Rainbow Dash flying Rarity up to help. Rarity showing lockpicking skills using a stiletto. And all this without them noticing the big door has the School of Friendship Symbol on it.
Which leads them into the School of Friendship and the reveal that this was all planned to give the two a kick in the pants to remember why they’re friends. And Twilight uses this to show that you can be friends even if you don’t have a lot of things in common. Fun episode and unlike the previous two has a perfect balance of Rainbow Dash and Rarity.
Sonic Rainboom was more focused on Rainbow Dash’s story with her having stage fright while Rarity makes it worse. Rarity Investigates lives up to the title as Rarity investigates trying to prove Rainbow Dash innocent. This time, they have a conflict and the two have to work together to resolve it. They also get to bounce off each other in both a positive and negative light, showing just how much range the two can have if put to the test.
So I totally recommend this episode. Click here to see the original review and how it fits with GLAB Canon. And @raridashdoodles if you want more Rarity/Dash shipping.
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MUSE PROFILE: Peacock Parker (E - 110413)
Name: Peacock parker
Age: 9879
Pronouns: She/They
Height: 9'6"
General Alignment: Lawful good
General personality: Airheaded, Kind-hearted, Quick on her feet, Selfless, Insecure, Kind of a nerd, Hard-working, Somewhat stubborn, Over-Emotional, Protective,
Family: None.
Home: Rockaway beach, New york, E- 110413
Backstory: Peacock Parker initially emerged from the beta kindergarten during the very end of the great gem war. Having emerged and narrowly avoided the diamond's corrupting blast when she ducked back into the hole she created in the canyon, and after re-emerging, Peacock had been completely left alone in the middle of nowhere with no purpose, and no one of her kind left to talk to. So, Peacock created her own purpose and started integrating herself into human society. Starting out by giving those that were struggling clean water and food, and then eventually when humans had advanced far enough she started showing herself to the humans without facing too much scrutiny. She learned from them, carrying the lessons she learned from humanity with her as she grew older. Having watched generation by generation pass by her very eyes as Peacock stayed stagnant, un-aging.
No matter what, Peacock felt like she wasn't doing enough for the humans around her. She felt as though she needed to do more for the community than what she has done already. Spending a good chunk of her free time doing research and reading up on the many heroes of the world, both real and fictional. Which lead Peacock to stumble upon the first few issues of "The Amazing Spider-Man" whilst browsing the news stands on the street. Inspiring her to take the crime fighting route as she saw it as a great way to become a better neighbor to those who need defending.
As time progressed, Peacock’s crime fighting endeavors only escalated as she went from stopping bank robberies and jewelry store thefts, to halting the colonization plans of her own kind after finding out they want to wipe out all life on earth and essentially leave her all alone again on the husk of what earth used to be. Of course, she would never let that happen as Earth was more of a home to her than Homeworld ever was, nevertheless she defended it with her life all the same.
She still resides in Rockaway to this day, she’s got her own apartment, furniture, and even her own hobbies outside of her community work and superheroing job. And she has no intentions to change anything about her life and how she currently runs it at this time, she’s content, and though the world may be changing around her constantly, Peacock remains happy in the life that she has chosen for herself, and will live on to be a hero that New York will remember forever.
Extra Info: Peacock blushes pink whenever she's flustered or embarrassed.
Peacock's crown was forged by her own hand, it's the only thing besides her cape that won't retreat into her gem when she's poofed.
Peacock does not kill when it comes to fighting humans, however she has no qualms with killing anything non-human that threatens her home planet.
Peacock is not aware of the crystal gems nor Steven Universe, she has never met them nor does she have the desire to after everything she’s been through.
Peacock is considered defective by homeworld standards, her proportions and colors are her main sources of insecurity. She doesn’t really like talking about herself due to these ‘defects’ of hers.
Her casual outfit is based off of her old wrestling outfit from back when she used to compete in underground rings during the beginning of her Spider-Woman career.
Peacock can actually speak a multitude of languages, both earthly and alien, due to her gem programming. She has thousands of years worth of linguistic knowledge stored in her memories.
Peacock has a lot of experience cooking due to having worked in many soup kitchens, restaurants and bars as a volunteer. She’s still got a lot to learn in regards to her cooking skills but Peacock’s still got plenty of time to learn.
Peacock’s body can turn into spikes that can be launched out of her body after a certain period of time. Her bodily spikes can make her uncomfortable at certain points though and they make them hard for her to move.
Peacock does in fact have spider sense, but it showed up much later than her other abilities.
Voice claim: Kim Yarbrough (Kid Cosmic: Flo)
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ULTRAMagic Prelude Chapter 10
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Master Post
Things had finally settled down since everyone arrived back home. It took a few days, but Blood-Wraith had gotten over his anxiety and Tusk was adjusting to his new surroundings. Kresimira was particularly interested in the newcomer mage, wanting to gauge his skills. Observation revealed that Tusk was not exactly up to par. His skills were on the level of an average mage. She had no plans to let this stand and got to work writing up a special lesson plan for him. Thankfully Kresimira could easily slot him into her Alchemy lessons the others were busy with at the moment.
“I would have used my new technique, but I felt the forest wouldn’t have appreciated it. And Blood had to deal with being a wolf” Dragoslava answered.
“I see… so were you two able to glean any new knowledge, despite the ruckus?” Kresimira asked.
Dragoslava gave a thumbs up. “Oh absolutely. Blood went out and hit the Tree People’s books like crazy.”
“Intriguing. What did you find, Blood-Wraith?”
“Well, a mix of unique transmutations and 7-step process manuscripts. I guess water and wind transmutations are a bit rare compared to earth and fire” He replied, shuffling through some notes.
Tusk jumped in, having a bit of insight on the topic. “I can vouch. Air and water are unique and mostly niche. The one I use the most out of the two is water, primarily water into ice. Vapor into water has also been helpful. The issue is that I often find earth and fire to be more reliable.”
Kresimira began writing on the chalkboard. “An example of an interesting air transmutation I know of is wind gusts. Using your Alchemy, you can alter conditions such as temperature and atmospheric pressure to create a pressure gradient. Creating the correct gradient will allow you to control the wind. Now obviously The Unlight does not have definitive weather patterns, but that is irrelevant for a transmutation. Any questions?” The students were impressed, taking a second to absorb the information.
“I believe my dad once created a tornado to fend off invaders, but it happened before I was born,” Tusk stated.
“My my, the conditions for such a feat would have to be quite extreme. Regardless, I feel someone such as Sigmund could pull that off. You most likely could too, Tusk. All you need to do is refine your techniques and…”
Dragoslava chuckled. “Hehe, maybe we should use that on Corentin…” Both sisters laughed.
“My goodness, surely I don’t constitute that strong of a response…”
Kresimira felt her eye twitch as she turned to face her unwelcome visitor. “What part of you’re not allowed in this tower do you not understand?”
Corentin playfully threw up his hands. “It’s been so long though and I’ve changed since then…”
“You have? Explain the ravagers, a recent mishap I might add.”
“Okay, a few miscalculations here and there, I’ll admit. I assure you that I fully intended for them to defend the city while the others are off on the great hunt.”
Kresimira sighed. “Alright, Corentin, what do you want?”
“I merely wished to give you this…” He held out a beautiful, metal rose. Its pink petals glistened in the light. This naturally caught everyone’s attention.
As Kresimira took the rose, she felt herself beginning to blush. Turning away from Corentin, she focused on the rose. It began to glow brightly, then transformed into a majestic rapier with a guard of rose petals. After a series of test thrusts and swings, she held it before her. “You know I put fencing aside a long time ago…” Only half of her face was visible to him.
“Consider it a reminder of the good old days, when we…”
“OUT!” Kresimira yelled as she pushed Corentin out of the lab. “Class dismissed!”
Once the two were gone, Blood-Wraith looked at the clock. “Huh, it’s only 2 though…” He was fairly lost for details over what had just happened.
After a minute of silence, Dragoslava broke it. “WHAT? DOES THAT CASSANOVA REJECT THINK HE CAN JUST WIN BIG SIS BACK LIKE THAT!?”
Blood-Wraith and Tusk needed context, so she explained. Long before the great hunt, Kresimira and Corentin were a couple. Her sister was a writer and a romantic while the scientist was madly in love with her. Once Corentin took up Alchemy, things got complicated. He had a habit of performing more dangerous and explosive experiments. As the majority of the city frowned upon him, Kresimira was having trouble defending Corentin. Eventually the two split, but the relationship was never officially broken off. And then the great hunt started. While it was figured that he went off with the hunt, that did not actually happen.
“Well I’m no expert, but it sounds like Kresimira scored a perfect partner, I’d rather have a daring partner than one that always plays it safe” expressed Tusk.
Dragoslava growled, but relented. “Okay, sure: Corentin never did anything to hurt big sis…”
“It sounds like both of you need to move on from the past” Blood-Wraith stated bluntly.
“Augh! Blood, how could you?” Dragoslava asked in jest, but also expecting him to take it back.
“I stand by what I said. I sense no evil from him.”
Dragoslava gave Blood-Wraith a bewildered look. “Good lord…”
The three got up and left the lab. There was no sense in hanging around if there was no class. Walking by the northwest balcony, they found Kresimira and Corentin… Of which the latter was kissing the former. She then promptly slapped him, followed by her kissing him back. And it sounded like they were enjoying themselves. The trio was royally confused, with Dragoslava blowing a gasket.
“Fine. We can be a thing again… but blow up any part of the city and we’re through” Kresimira warned.
Corentin chuckled. “Alright, I’ll blow myself up outside of the city then…”
“WHAT!?!?!” An aura of fire erupted around Dragoslava as she screamed, subsiding as she relaxed. “Alright, fine, fine. I’m cool, I’m fine…”
“Yes Drago, I’m giving him a second chance,” Kresimira admitted.
“Just… Can we slow down for two seconds?!” Dragoslava exclaimed.
Corentin stepped forward. “I comprehend your apprehension, Dragoslava. If I may make a gesture of goodwill: Blood-Wraith, I see you’ve collected a soul trait?”
“Yes, why?”
“I gave him that one, in case you’re wondering,” Tusk added.
“ULTRAMagic is a truly wondrous form of magic, one I have contemplated pursuing myself. Alas, my studies and experiments keep me distracted. Sadly few others have actually studied it. The only one I remember was one of our own, Brenna the Artillery…”
“Wait, pardon!? Brenna did what now?” Dragoslava interrupted.
Kresimira nodded in confirmation “Yes, dear Brenna came back early, seeking something special of hers. Next thing I knew she was off again. What tipped me off was her power entering the city.”
“I believe she went off towards the Magician’s Labyrinth. Anyways, Soul fragments are easy to acquire, if you know the right people.” Corentin snapped his fingers, causing a yellow flame to appear. “Blood-Wraith? I hereby bequeath a fragment of my Soul to you.”
As the flame went into Blood-Wraith, Tusk objected. “Wait, hold up! Take it easy on him. This could lead to overstimulation!”
Blood-Wraith giggled. “Hehe, I feel good…”
“Excuse me!? Just because we're a couple again doesn’t mean you can just throw your soul around willy-nilly!” Kresimira summoned a purple flame and sent it flying. “Here you go, Blood-Wraith!”
“NO NO, GUYS! STOP!” Tusk shouted as he tried to block the fragment… It did not work.
Blood-Wraith felt even better as the second fragment integrated into him. Something was in his chest, a feeling of weightlessness. It was like he needed to jump into the air and soar into the clouds. He did not realize it, but his body had taken on another form. This time he appeared as a dragon. He was close in size to his original form and looked similar to Leif. Feeling a surge of energy, he bolted forth and leapt into the air from the balcony. Seeing Leif himself approaching, he planned to race him.
“READYSETGO!!” Blood-Wraith shouted as he began rocketing around the tower. He did not realize that his friend was not racing him.
Leif was a bit confused as he shrunk down and landed. “Did I miss something?”
Dragoslava cleared her throat. “Well firstly big sis and Corentin are…”
“I know, he told me beforehand.”
“...Oh, Okay. Well these two lovebirds decided to give Blood-Wraith their fragments. Completely out of the blue.”
“I see.”
Tusk exhaled. “I tried to stop them…”
Leif took a second to observe the hyperactive dragon. “Fascinating that he took on a draconic form. These transformations must be dependent on the circumstances and his surroundings.”
“I have to wonder just what he is exactly. He’s young, but takes to this stuff with ease. Dad wouldn’t let me have my first fragment until I was 16, and even then it had to be his.”
After letting Blood-Wraith do another lap, Leif spoke. “Valentina is on her way.”
“Oh, cool. Jeez, has it already been a week?” Dragoslava responded. “Sis! It’s time!”
Kresimira laughed. “I can sense her already. What an aura she has…”
Corentin nodded. “A Dark Angel? What a fascinating detail. They are quite rare across the Multiverse.”
In the distance was a winged, heavily armored woman flying towards the tower. Valentina had been caught up in a kerfuffle prior to departing. Regardless, she was on her way to return the books she had borrowed. She was also very eager to deliver Blood-Wraith’s new book to him. Just as she entered the vicinity of the tower, something zipped past her. It nearly collided with Valentina, causing her to stumble in the air a bit. Dragoslava saw this and quickly called her over.
“Hello again, Dragoslava” Valentina greeted as she took off her helmet. This time her long, flowing hair was wound up in a giant braid behind her. Her face was also a bit dirty from grease and soil.
“Welcome back, Val. Get everything you need out of the books?”
“Yes, yes I did. Give me a second…” The books in question were removed from her shadowy wings and set on the table.
Kresimira looked at Valentina in amazement. “You read all of those in a week? Goodness…”
“Val, this is my sister and teacher, Kresimira,” said Dragoslava.
Valentina shook hands. “It’s a pleasure to meet you!”
“Likewise,” Kresimira replied. “I’m flattered that you're interested in our collection. You’re more than welcome to explore it further.”
Dragoslava continued. “The pink haired snake you see is Corentin, this tree boy is Tusk, and that dragon is Leif.”
“Oh don’t worry, we’ve met before” Leif pointed out.
“Most certainly. So where is Blood-Wraith? I got his book ready for him” Valentina wondered.
Pointing out the window, another lap was finished. “Out there…” Dragoslava answered.
Since it was going to take some time for Blood-Wraith to calm down, Kresimira invited the dark angel for some tea and cookies. She had some time to spare, but not much. As for the current situation, many more flights around the tower took place. Blood-Wraith was just so happy and active. Little did the others realize that he had spotted a new planetoid. Could he make it there? Was it reasonable to embark on such a journey? Going for it seemed like a good test of his wings after all. Pausing his current flight, Blood-Wraith focused on the planetoid and took off for it. He would be back before the others even realized he was gone.
Next: Chapter 11
ULTRAMagic Alternate © 2022 William Ford II (ChaoticTempleKnight)
#chaotictempleknight#ultramagic alternate#fantasy#sciencefiction#sciencefictionfantasy#story#literature#new chapter
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Best Online Biology Classes In Dubai
Biology is the scientific study of life. It is a natural science with a broad scope but has several unifying themes that tie it together as a single, coherent field. For instance, all organisms are made up of cells that process hereditary information encoded in genes, which can be transmitted to future generations. Botany and zoology are two prime disciplines of a much broader field of science called biology. While botany is the study of plants, zoology deals entirely with the study of animals. We have dedicated teachers for Botany & zoology. Biology is a branch of science that deals with living organisms and their vital processes. Biology includes diverse fields, including botany, conservation, ecology, evolution, genetics, marine biology, medicine, microbiology, molecular biology, physiology, and zoology.
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Lauren Galeana
Today I’m here to talk about Lauren Galeana and her professional and educational background. I'll also discuss how networking is very significant in our professional careers. Lauren was a student at George Brown three times. Her first career choice in 2004, was Culinary Management. She studied Baking Pre-Employment in 2006, and in 2020, she began her career in Digital Media Marketing. A number of changes in her career have given her the opportunity to interact with remarkable individuals.
Initially, she worked in the food industry and did a variety of tasks related to it. However, she felt that the food industry was not for her and left the program. Afterwards, she worked as a receptionist in a company in which she discovered her passion for administrative work. She then realized there wasn't much to grow professionally, so she explored several positions and industries, but felt unsatisfied with most of them.
During the pandemic, she lost her job and began to make YouTube videos that helped her feel more confident on social media and realize that she would like to take a Digital Media Marketing course at George Brown College. She didn't want to start from scratch when she started the Co-Op since she already had a lot of experience, which is why she decided to start her own business.
Lauren Galeana taught me four lessons:
Passion is essential for success
Since Lauren Galeana pointed out that she was unsatisfied with the work she did, it is very important that you focus on the things that you enjoy and are skilled at in order to succeed. This will help create a sense of purpose and motivation in your work. It will also enable you develop positive habits and stay productive. It will also help you grow and excel in your career.
2. There is never a wrong time to begin
Lauren Galeana has worked in a variety of fields throughout her career, but she never felt passionate about any of them. So it's vital to take the time to reflect and make a plan to start another journey if we do not enjoy what we do. A new beginning can never be made at the wrong time. The first step can be challenging, but it is always worth it in the end. Our lives can be greatly impacted by even the smallest changes.
3. You can make something good out of bad things
People often believe that when something bad occurs, it is the end, but we should use those times to our advantage, such as when Laurean decided to start her own business because one of the factors that led her to decide was that she lost her job during the pandemic. Therefore, even during difficult times, we should take advantage of opportunities.
4. Your career success depends on your networking ability
Referrals and recommendations are often used to fill job openings, so establishing a strong network can provide you with access to hidden employment opportunities. Additionally, it provides you with the opportunity to interact with professionals from different industries and backgrounds. You can learn from their experiences, gain insights into different sectors, and stay updated with industry trends and advancements.
I've realized after watching Lauren's presentation that I need to follow up on all my resumes and cover letters. It is very significant to show interest and demonstrate to them that I am a worthy candidate, as the speaker mentioned.
Additionally, I apply in person when I have the opportunity and review my resume and keep it up to date. Attending events and dressing professionally increases job chances. I need to start looking for events related to my career and making connections.
Overall one of the things that can help me set myself up for success is to focus on positions that I am passionate about. This will give me the opportunity to develop my skills and share my knowledge. I will also be prepared to grab business cards or contact information. By giving them my own card, I can grab their attention and demonstrate an interest in working with them – many people find this very attractive.
#Networking #Digitalmarketing
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Starlight Dream - Chapter 45
“So adorable!” Aiko said, cooing. She laughed as she played with little Seina’s baby feet.
“Yeah, quite the little cutie, isn’t she?” Seina said, kissing her baby sister on the forehead. “Isn’t that right, Seina?”
“But she needs a nickname. Otherwise, it’ll get confusing,” Aiko said, considering. The older Seina nodded in agreement, having similar thoughts. “How about Seiko?”
“Do you like Seiko, Seina?” Seina said, bending down to her sister’s level. In response, her little sister laughed and smiled. “It’s settled. We can call you Seiko!”
“Thank goodness! I didn’t want to deal with that confusion!” Colten said from his perch on his partner’s head.
“Yeah, what were your parents thinking?” Aiko said, her tone going more somber. “How could they think they could just replace you, anyway? I’m sorry about what happened, Seina. They shouldn’t have done that to you.”
Seina’s voice tightened in her throat, fighting back a sob. “Thanks.”
“Poor thing.” Aiko hugged her best friend, allowing her to cry on her shoulder. She passed Seina a tissue, which she accepted with a grateful nod.
“It makes no sense! Do they have no heart at all?” Seina said, blowing her nose clean. Try as she might, she kept returning to the moment of their second betrayal. Every recollection caused the same amount of pain, never lessening.
“It’s the vampires. They drove many people to commit awful, monstrous acts to survive. The vampires gave us bad lessons. They said the weak and sentimental don’t deserve life.” Aiko’s expression hardened, her recollections just as dark. They’d both seen people commit terrible sins for the sake of surviving another day.
“But you saved us all, Seina. You created a new future for everyone.”
“Too bad we might not have one,” Seina said, remembering what Kyoko had told them about the Devil Princess’s plans.
“You can handle it.” Like always, Aiko had supreme confidence in her friend. “You’ll kick their butts, no problem!”
But Seina had seen the Devil Princesses’ power for herself, knowing what they faced. Not wanting to contradict her friend, she just smiled and nodded.
“Sorry Aiko, but I think it’d be best if you stayed here during our mission to Starlight Dream. To protect little Seiko at least.”
“And thank goodness!” Aiko replied. “I like my life, thank you. I’d just get in the way!”
Typical Aiko, but it earned a well-deserved smile. They shared a laugh and talked as they played with Seiko. Seina wanted to spend her last remaining hours with her sister.
“Uh, do you smell that?” Colten said, wrinkling his tiny nose.
“Oops, seems like Seiko needs changing,” Seina said, already getting the baby supplies and a new diaper. While a new skill, Seina proved an adept learner in baby care.
“Are they always like this?” Colten asked, wincing as her sister played with his ears again. To her, the fairy seemed like a living plushy, much to his consternation.
“Only for a couple of years,” Aiko said. “I bet she’ll be walking in no time!”
“Huh,” Colten replied.
“But you’ll be her stuffed toy, right?” Seina smiled in amusement at her partner’s obvious discomfort as her sister started sucking on Colten’s ear.
“I suppose,” Colten said, resigned.
“I’ll take good care of her while you’re gone!” Aiko said.
“You’re the best friend ever!” Seina said, giving her friend an impromptu hug. They talked about nothing in particular and got little Seiko to sleep when she got fussy.
“Seina, we’ll be rooting for you, okay?” Aiko said out of nowhere. “So win for all of us.”
“With me by her side, you’ve nothing to worry about!” Colten swung his tiny arms in a sword-swiping motion, puffing out his chest with his usual bravado.
“What did I ever do to deserve you two?” Seina wiped away a tear, her heart blossoming with joy.
“Let me show you something,” Aiko said, pulling her friend toward a window. When she opened up the curtain, Seina gasped in shock. People crowded the apartment grounds, all cheering as they spotted her. Many held various signs, their writing proclaiming their support and love for their resident magical girl.
“What is this?” Seina said, taken aback.
“I’ve been talking around,” Aiko replied. “Thought you might have some more encouragement. I wasn’t kidding when I said you gave us all a future. We’re all grateful for you.”
“Thank you all!” Seina said, waving to the crowd after she’d opened the window.
“Don’t think you aren’t loved, okay?” Aiko said behind her.
Speechless, Seina only nodded. Their love filled her with power and determination. For all their sake, she’d win this. Love was her greatest weapon, and she’d use it to crush the Devil Princesses and their evil plans!
---
“Thank you for your business.” A shopkeeper said, bowing to their fairy customer. They didn’t find it unusual they were taking the patronage of a flying white ball of fur. Seina often visited this convenience store for a quick snack, so Colten wasn’t anything unusual. Their bento boxes were quite tasty. Now, he’d come to purchase diapers for Seiko, stocking up for the babysitter once they left for Starlight Dream.
“Say hi to Seina for me.” The shopkeeper’s wife said. “And her new sister. I hope you bring her around. I’m eager to meet little Seina.”
“We’ll try,” Colten said, making a promise he likely couldn't keep. But he remained confident for his partner's sake, a reliable anchor that never budged.
Inwardly, he fretted. Colten knew he wouldn’t sleep tonight, his dreams haunted by his fears for Seina's safety. But that concern never showed in his expression as he smiled for his partner, pretending nothing was amiss.
“Thanks, Colten. Place them here.” Seina said, directing him to a high cupboard. “Seiko’s new room looks fantastic. I hope she’ll be okay when we’re gone.”
Typical Seina, worrying more about others than herself.
“But when we return, we’ll have countless hours to play with her!” Not that Colten would enjoy being her stuffed animal, but he’d bear it.
Despite being unexpectedly thrust into his life, he loved little Seiko too. They spent the next hour putting the final touches on Seiko’s room, putting up decorations that would be sure to entertain the little baby. Thankfully, they’d gotten plenty of donations of baby supplies from well-wishers. And like her daughter, Aiko’s mom was strangely skilled at scrounging up needed items at short notice.
“Phew, that should be it.” Seina glanced outside, seeing it’d gotten late. She placed little Seiko in her new crib, rocking her sister to sleep.
“Be safe, okay. We’ll be back.” Seina said, kissing Seiko on the forehead. Tears glistened in her eyes, overcome with emotion.
“Is the baby asleep?” Kyoko asked as they exited.
“Yeah, thanks for your help, Kyoko. I’m glad you stuck around. Seiko seems to like you!”
In response, Kyoko gave a stiff nod. While offering some assistance in taking care of Seiko, she hadn't said much. The magical girl remained on high alert, fearful of sudden Devil Princess reprisals for her betrayal. The poor girl had suffered under Starlight Dream’s thumb for too long. She understood the feeling too well.
“Kyoko, may I ask for a favor?” Seina asked out of the blue.
“Oh.”
“Could you remain here and watch over things? This world still has its problems, and it’ll need a defender.”
Kyoko’s eyes went wide. “And you want me? But you’ve just met!”
“But I believe you can do it.” Seina took the other girl’s hand. “You said you wanted to make amends for your crimes, right? This is the first step. You can show everyone what good you can do.”
“But.”
“I believe in you, Kyoko.”
While this seemed reckless, Colten agreed with his partner’s impromptu proposal. Since it seemed unlikely Kyoko wanted to accompany them to Starlight Dream, this was the best place for her. Someone needed to be around in case the vampires started trouble again.
After a long pause, Kyoko nodded her head. “Okay, I’ll do my best.”
“Thank you so much!” Seina said, throwing the girl into a crushing hug. Kyoko accepted the hug with a blush, returning it with open arms.
“It’s a good chance for her,” Seina said when they’d left their world’s new protector. “She needs someone to believe in her.”
“You’re really fantastic, you know that?” Colten said, fluttering around his partner. “Wise well beyond your eleven years!”
“Thanks,” Seina said, cheeks reddening.
Once everything got settled, Colten drifted away to spend some time alone. Even fairy partners needed their occasional solitude. For possibly his last hours in this world, Colten explored the apartment building’s halls. He wanted to commit every centimeter to memory. This place was his home. Heck, it might be the only home he’d ever had.
Back on Starlight Dream, he’d never fit it. His parents never understood him, and no one had ever wanted to befriend him. But this silly little world had given him everything in the most unlikely circumstances. For this, he’d fight with the entirety of his heart. Colten wasn’t the weak little fairy he’d been before.
“Hey.”
“Oh, it’s you,” Colten said, annoyed at the interruption to his personal musings.
“Heard about your little trip,” Masato said, his hulking frame hunched. The ceiling was a little low for someone of his height. “And I’ve given it some thought.”
“Okay,” Colten said, his tone bland.
“Despite my training, I’ve realized I’d only get in the way. So I’m afraid I won’t be coming with you.” The former thug said, his tone morose.
“Okay.” Who’d said they’d even invited him?
“My expert abilities are best served here, protecting this world. While vanquished, the vampires still lurk in the shadows.” Masato put a meaty hand on Colten’s shoulder, his palm wide enough to engulf the fairy’s head. “But I’ll be rooting for you. I believe in both of you! Your heroism has been an inspiration to us all!”
“Okay.” Was there a point to this?
“And I realize something important. It’s been weighing heavily on my mind until now. But as a man, I must confess it!”
Colten blinked. “Sorry, what?”
“I’ve known for some time that she’s never cared about me the same way I care about her. I just never wanted to admit it. Call it my foolish pride as a man. But love is selfless. Sometimes, love means letting go when you want to hold on tighter.”
“Huh?” Colten was even more lost.
“That’s why I’m leaving Seina into your care. Colten, you’re the better man. I know you’ll make her happy!” The former thug said.
“Uh.” Colten was speechless. Was Masato implying they were involved in a love triangle this entire time? Since when?! Seina barely cared that Masato existed! Still the idea conjured uncertain feelings that Colten was still wrestling with. Sure, he had a secret crush on his partner, but love? Besides, they were all too young for this sort of talk!
“Goodbye, Colten. If I were to lose to anyone, I’m glad it was you.” Masato stepped away, waving at Colten as he left. “Good luck!” He vanished behind a bend in the corridor.
“What?” What the heck was that?!
---
“Be careful out there!” Aiko said, giving Seina a tight hug. Tears glistened in her eye as Colten received the next one.
“Don’t cry, Aiko. We’ll be fine. Seina’s got me watching her back.” Takako said, giving her usual cocksure smile. But she didn’t refuse the hug Aiko threw her way.
“Seina’s strong. She’ll handle those maniacs.” Uncle Kenji said, giving Aiko’s shoulder a tight squeeze.
“I know,” Aiko said, sniffing. “We’ll be rooting for you!”
“And Masato Kiyojiro, it’s been an honor having you under my command.” The prime minister said, sharing a bow with her bodyguard.
In her distance, Emiyo and Chō were also giving their goodbyes. A motherly woman cried and fussed over the former lieutenant, giving her hugs and kisses. While more formal, Chō’s manga partner didn’t hide his distress that his friend was leaving to face possible doom. Their exchanges earned a smile from Seina, happy for the reformed magical girls. While they hadn’t lived in her world long, they’d gained lasting human connections. It gave her hope for the other magical girl still under the Devil Princesses’ clutches.
“You’re braver than me,” Kyoko said, clutching at herself. “But I’ll watch this world for you.”
“Thank you. You’re already showing tons of bravery by trying to correct your past mistakes. That isn’t nothing!” Seina said, giving a reassuring smile. This earned a nod from Kyoko. After kissing the sleeping Seiko on the forehead, Seina joined the others.
“Everyone ready?” Liam asked, reality swirling as he extended a paw. Deep foreboding stuck Seina as she stared into the portal, knowing there wasn’t any turning back.
“Yes!” Takako said, already moving to enter. “These long goodbyes are killing me.” After sharing a wave with Aiko, she entered inside.
“Always the contrarian,” Aiko said, rolling her eyes but smiling. Emiyo and Chō entered next, leaving Seina alone with Colten and Mr. Kiyojiro.
“Still sure you want to come?” Seina asked for the last time.
“There was never any doubt. I’m not letting you face this alone.” Her bodyguard said, face scrunching up in a grim frown. “I’m with you to the end.”
“Let’s do this then.” Seina extended her hands towards her bodyguard and partner, gripping them tight. Together as one, they entered to face whatever hopes and dangers awaited them.
#spells#stories#satire#story#humor#written story#friendship#fantasy#family#fiction#battle#baby#cute#comedy#starlightdream#starlight dream#fist of the north star#action adventure#young adult#action#anime#anime stories
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21st century skills
Effective Communication skills -I can apply this in my class by giving them an activity allowing my students to share their thoughts and expressing themselves through a written, verbal or video
Learning and innovative skills - I can apply this in my class by giving them a situation to make them think critically and implement innovation. For example, I will be asking them what do you think the positive and negative impact of using technology as a students and I will ask them to organize it using technology.
Information, media and technology skills- I can apply this in my class by giving them a task that will use their knowledge in terms of using a technology, for example I will ask them to make an advocacy video on how we can our mother earth what are the small things we can do to save our dear planet.
Life and career skills- I can apply this by questioning them what they want, what are they plans after their school life and also what are their learning values that they can take within them.
Critical thinking- I can apply this in my class critical thinking in my class by giving my students an activity that that allow them to think critically, make decision, evaluate and analyze. I will allow them to use technology in organizing their answer or make a video
Creativity -I can apply this in my class by given them an activity like poster slogan or create a video of themselves like an advocacy video
Collaboration -I can apply this in my class by giving a group activity to my students to collaborate to each other and of course the activity that I will make allowing to make all my students participate. They can use their technology to expand more their knowledge
Communication -I can apply this in my class by allowing all my students to share their insights and allow them to brainstorm to each other. I will give them an essay and ask them to post it on social media.
Discuss how technology serve as a tutor, a teaching tool and a Learning tool
Technology serve as a tutor by providing information needed by the students like for example if a student wants to learn more about their topic or wants to advance his vocabulary he/she can easily learn by searching through the internet.
Technology serve as a teaching tool by Provide enormous support to the teacher and students to deepen their understanding about the lesson and it guided the teacher to incorporate more example that can be used in learning like with the use of PowerPoint.
Technology serve as a learning tool by providing easy to access information to the students and teacher. It enables student to explore more about their desired topic or lesson and to deepen their understanding about their lesson. Technology enhances students to think more and support learning on how learn on their own.
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Differentiated classroom
• AZEEZ
The fact that students differ may be inconvenient, but it is inescapable.
Think before you ink: Think about one or two students you teach who have unique learning needs.
What would those learners need in their classes to make it a great year?
Just examine by yourself:
• Which makes better sense to you: that you do most of the work in the classroom, or that students are the primary workers and thinkers?
• Does it seem more likely to you that everyone should always need the same book, math problem, or art lesson?
• Do students all seem to learn in the same way or at the same pace?
• Do you learn more about students by talking to them or talking with them?
• Do learners care if they have choices about what and how to learn?
• Is learning richer and more permanent when it’s rote or meaning based?
• Are we most motivated to grow when we try to reach our own ceilings or when the ceilings are someone else’s?
• Do students become independent learners in classrooms where they are always told what to do OR do students become independent when teachers give them more responsibility for learning and teach them how to use the independence wisely?
Differentiated classroom is where hetrogenious pupils are present. And the tool used here is differentiated instructions.
In short,
Differentiated instruction is a tool to teach differently skilled pupils.
It is one set of goals with multiple ways to get there.
¶ What can you differentiate? in differentiated classroom..
In nut shell:
The content students learn.
The assessment tools being used.
The performance tasks selected.
The instructional strategies used.
¶ What is an effective teacher of differentiated instruction?
• An effective teacher believes that all students can learn and can be successful.
• An effective teacher consciously creates a climate where all students feel included.
• An effective teacher believes that there is potential in each learner and commits to finding the key that will unlock that potential.
¶ What are roles of a teacher in differentiated classroom?
The teacher as facilitator:
• Assesses student readiness in different ways
• Knows students’ interests creates a variety of ways for students to collect information
• Knows that students differ in learning needs allows students to explore their own ideas
• Allows students to exhibit what they have learned in a variety of ways.
• Develops a community of learners
• Develops an atmosphere of collaboration
• Teaches for success through scaffolding plans with flexible grouping in mind
• Believes that a classroom of active learners is better than one of passive learners.
¶ Principles of differentiation of instruction
• Teacher should differentiate what students learn, how students learn, and when students learn.
• Teacher focuses on essential skills and concepts that match standards and benchmarks.
• Teacher knows students well and work with their differences.
• Teachers modify practices based on data
• Students do respectful, meaningful, and appropriate work
• Teachers and students work together for successful learning.
• Assessment and instruction are used together.
• Teacher can modify content, process, or product
I. According to teachers (Differentiarion of Instruction is a teacher’s response to learner’s needs)
• Quality Curriculum: Clearly defined what a student should know, understand, and be able to do.
• Flexible Grouping: Groups that change regularly based on data and needs of students.
• Respectful Tasks: Tasks that challenge students and are relevant.
• Assessment for Instruction: Data is used to make instructional decisions.
¶ Teachers can differentiate:
• Content ➡️ What ⬇️ ⤵️
What a student should know, understand, and be able to do as a result of the study.
• Product ➡️ How ⤵️
Activities designed to help the student make sense of or “own” the content.
• Process ➡️ Why ⤵️
How the student will demonstrate and extend what she has come to know, understand, and be able to do.
II. According to students:
Teachers can differentiate:
• Content➡️Readiness⤵️
1. Schema
2. Skill
3. Understanding
• Product ➡️ Interests ⤵️
1. Passions
2. Hobbies
• Process ➡️ Learning Profile ⤵️
1. Learning style.
2. Preferred intelligence.
3. Grouping preferences.
4. Environmental preferences.
¶ Differentiated Instruction Examples (For Teachers)
I. Varying The Content
Differentiation of content involves varying what is taught.
Examples include:
1. Providing students with different fiction books to critique depending on their interests.
2. Letting each student choose their own time in history to explore in order to meet the same history outcome in the curriculum.
3. Letting each student choose their own person to study for black history month.
4. Having students choose an ‘elective’ topic to study in high school so they can specialize.
5. Separating students into low, medium and high ability groups for mathematics and giving each group a different level of content to study.
6. Giving a student an easier book to read than other students.
7. Letting advanced students steam ahead to do independent study while the teacher works on remedial tasks with lower and intermediate level students.
8. Providing weekly spelling or vocabulary lists at a student’s ideal.
➖
II. Varying The Learning Process
Differentiation of the process involves varying how content is taught.
Examples include:
9. Teaching the same underlying understandings or skills, but presenting it with different levels of complexity to each ability group.
10. Turning written material into a podcast so it can be presented through both auditory and visual learning modalities.
11. Letting students learn according to their preferred learning style, such as letting them choose between watching videos, reading books, and being told a story.
12. Mixing up learning modalities within the same lesson so students have more entry points to understanding the content. Let them learn through visual, audio, tactile and kinesthetic methods.
13. Having extra study groups to re-teach content in an new or more guided manner for struggling learners, or to provided extended lessons for advanced learners.
14. Coming up with an individualized plan for each student so they can choose which tasks to tackle first, second and last – while they will all cover every task by the end of the unit. This can allow advanced students to steam ahead.
15. Flipped learning, where the core ‘group content’ is introduced via videos during homework time, and individualized active learning occurs in class. This gives the teacher additional time to spend one-on-one with their students.
16. Allowing advanced students to work alone, while using manipulatives (hands-on props) for students who need them.
17. Varying how much time you give students to complete a task depending on your assessment of their ability level. This can help them to challenge themselves to become more efficient at a task.
18. Allowing some students to progress after they have demonstrated mastery, while holding others back for more classes until they are ready to proceed.
19. Delivering content in culturally appropriate ways, and letting all students learn through their preferred cultural paradigm.
➖
III. Varying Assessment
Differentiation of assessment involves changing how to test to see whether a student has achieved the task.
Examples include:
20. Letting students choose how to present their work, such as through a video, performance, essay or poster.
21. Using different assessment outcomes or assessment rubrics depending on a student’s ability level.
22. Giving students a choice of whether to present their work as a group or individually.
23. Changing up when the assessment can be presented in order to ensure a student is ready before they are assessed.
➖
IV. Varying The Learning Environment
Differentiation of learning environments involves changing up the context in which we learn.
Examples include:
24. Developing workstations in the classroom which each has a different environment. A mixed classroom layout can be used here to encourage this sort of learning.
25. Creating quiet spaces for students with sensory processing disorders or who are vulnerable to sensory overload (such as students with autism).
26. Providing research stations and study desks where students can access computers in order to do independent research during a lesson.
27. Getting two classrooms with two different sets of rules around talking, and letting students choose which room to study in.
28. Letting students choose between studying online or in-person.
29. Providing standing and seating desks for students with different needs.
30. Allowing kinesthetic learners to learn outside or frequently do exercise to let off excess steam.
31. Placing posters and prompts on walls strategically near students who need them the most.
¶ Strategies for Differentiating Instruction by Subject
1. Strategies for Differentiating Instruction for Social Studies
• Decorate the classroom with students’ drawings of the culture being studied.
• Make a historical comic strip that meets specific criteria.
• Compile a notebook of history jokes. Work facts into the jokes.
• Play charades with “significant” events from the unit you are studying.
• Create history raps that identify key dates and people.
• Play “What’s my line?” or “Pictionary” with names, dates, places.
• Create time sequence charts with titles for major eras of history – then create a mnemonic out of the sequence of the titles.
• Write a skit or play from a period in history, or as a typical day in a specific culture.
• Make a game of predicting what will happen in several current event stories.
• Play “guess the culture” based on artifacts in a time capsule.
• Debate important issues and decisions from the past.
• Generate an illustration about important historical events.
• Make visual diagrams and flow charts of historical information.
• Have students conduct imaginary interviews with people from the past.
• Send a postcard from one historical character to another historical character.
• Have students draw a mural that reflects a specific time period.
• Role-play a conversation with an important historical figure.
• Make maps out of salt dough and show geographical features and key places.
2. Strategies for Differentiating Instruction in English/Language Arts/Foreign Language
• Teach “concept mapping” to help remember content or take notes.
• Create song rap to teach grammar and syntax.
• Write a sequel/next episode to a story or play.
• Use different kinds of music for different kinds of writing.
• Create crossword puzzles/word jumbles for vocabulary words.
• Analyze literature for “connections to our lives today.”
• Practice impromptu speaking and writing.
• Predict what will happen next in a story or play.
• Experiment with joint story-writing – one starts then pass it on.
• Analyze a story and describe its message – reach a consensus.
• Use a “human graph” to see where a group stands on an issue.
• Analyze similarities and differences of various pieces of literature.
• Use a “story grid” for creative writing activities.
• Read poetry from different perspectives and in different moods.
• Play vocabulary words “Pictionary.”
Conduct language drill exercises with partner.
• Draw pictures of the different stages of a story you are reading.
• Write an autobiographical essay: My life to date, my life in the future.
• Use highlight markers to “colorize” parts of a story or poem.
• Write a new poem each day of the week on “Who Am I.”
• Use sticky notes to make predictions as you read a story or novel.
• Imagine being a character in a story/play – what would you do.
• Write a letter to the author telling him/her how well you liked (or didn’t like) his/her book.
3. Strategies for Differentiating Instruction for Maths
• Write a series of story problems for others to solve.
• Learn mathematical operations through songs and jingles, rhythm.
• Explain how to work a problem to others while they follow.
• Use a formula card for tests.
Make up puns using math vocabulary or terms.
• Provide tables, graph paper, lines, and space for working problems.
• Solve problems with a partner: one person solves, and the other explains the process.
• Make up sounds for different math operations and processes.
• Create poems telling when to use different math operations.
• Solve complex story problems in a group.
• Teach how to use a calculator for problem solving.
• Do a statistical research project and calculate percentages.
• Create number sequences and have a partner find the pattern.
• Use “each one teach one” for new math processes/operations.
• Mind-map proofs for geometry theorems.
• Describe everything you do to solve a problem to a partner.
• Design classification charts for math formulas and operations.
• Have teams construct problems linking many math operations, then solve them.
• Do a survey of students’ likes/dislikes, then graph the results.
• Track thinking patterns for different math problems.
• Estimate measurements by sight and by touch.
• Bridge math concepts beyond school. (What? So what? Now what?)
• Add, subtract, multiply, and divide using manipulatives.
• Imagine using a math process successfully, then really do it.
• Learn metric measurement through visual equivalents.
4. Strategies for Differentiating Instruction in Practical Arts & Physical Education
• Give verbal explanation of sport routines.
• Have students imagine the computer is human – draw how it works.
• Have students tell one another how to run a word processing program – then do it.
• Have students perform physical exercise routines in sync with music.
• Have students pretend they are radio sportscasters describing a game in progress.
• Play “Recipe Jeopardy” – make questions for answers given.
• Use music to help improve keyboarding skills and speed.
• Teach and play a series of non-competitive games.
• Use peer-coaching teams for individual shop projects.
• Assign teams to prepare and serve meals from foreign countries.
• Have students draw pictures of how to perform certain physical feats.
• Have students work in pairs to learn and improve sports skills.
• Teach a series of “spatial games” (e.g. horseshoes, ring toss).
• Create cooperative computing teams to learn computer skills.
• Create visual diagrams of how to use shop machines.
• Have students list how things learned in shop can help in your future life.
• Teach students to imagine a skill, and then try to do it exactly as they imagined.
• Capture a process involved in art or sports on video or camera, and create a step-by-step manual or review materials using the images.
• Choose textbooks with CD-Rom companion materials.
• Strategies for Differentiating Instruction in Science & Health
• Write a humorous story using science vocabulary.
• Group research projects in which each group designs and implements plans.
• Create a diary on “The Life of a Red Blood Cell.”
• Use lab teams for science experiments and exercises.
• Write steps used in an experiment so someone else can do it.
• Discuss controversial health topics and write team position papers.
• Make up an imaginary conversation between parts of the body.
• Describe the “before and after” of key scientific paradigm shifts.
• Give a speech on “Ten steps to healthful living.”
• Learn the pattern of successful and reliable scientific experiments.
• Use the symbols of the Periodic Table of Elements in a story.
• Practice webbing attributes of various systems of the body.
• Find five different ways to classify a collection of leaves.
• Draw pictures of things seen under a microscope.
• Create montages/collages on science topics (e.g., mammals).
• Create posters/flyers showing health processes.
• Use vocabulary games to study and review science vocabulary.
• Use concrete models to demonstrate science concepts and/or parts.
• Use concrete models as metaphors for systems in the human body.
• Use forensic science activities to create interest in scientific method, research, etc.
தமிழ்
Differentiation of Instruction
• Dr Sekar Seenivasan ll UN Educationist
¶ What is an effective teacher of differentiated instruction?
The methodology of teaching in a versatile manner for heterogeneous group of students with multiple capacities.
First order differentiation is identification of unique groups in the lot.
Second order is selection of suitable modules and tools for instructions and knowledge transfer.
Third is to find out differential methods of evaluation and to find common ranking processes as is done in percentile calculation in set of matrices.
Instead of fault finding mechanism through comparison Appriciation on individual performance in a collective group.
These are more effective in standards of 4th to 9th.
An average academic scholar with perseverance for teaching with passion innovatively.
A person with profound knowledge in child as well as clinical psychological processes.
A teacher who is neither an introvert nor an extrovert.
A teacher who accepts with a smile the perturbations made in the classroom and who can control anger and similar emotions
A teacher who is ready to work for the cause ant for the mass.
¶ Strategies for Differentiating Instruction by Subject
Education is that which reduces mental conflict and that which enhances self confidence.
A popular joke circulating among school teachers is "different teacher for different subjects but same student for all subjects ". This seems at surface level a humor. Our topic of the day will definitely stress the need regarding strategies for differentiating instructions by Subject.
At school level each subject is an entity by itself. Students readily prepare themselves in the successive classes for every other subject due to teacher's ability in differentiated methodology followed in introducing their subject and improving stage by stage.
Here comes the effective implementation of proficiency blend tools and improvisation for individual instructions.
This is more stressed in the lesson plan preparation itself.
Introduction or what we call as avatharikai is concerned about this parameters.
During the initial years of teaching most of the freshers miss this bus.(bus : following the route)
The role of principal or head teacher in subject as well as subject experts During inservice training chiefly stress this point so that classes become more interesting to listen.
This methodology fine tunes the interest of children with non saturated observations and concentration for quite long time.
Interaction is favoured for the initial time slot of teaching in each period.
அறிவுறுத்தலின் வேறுபாடு
• டாக்டர் சேகர் சீனிவாசன் ll UN கல்வியாளர்
¶ வேறுபடுத்தப்பட்ட பயிற்றுவிப்பின் பயனுள்ள ஆசிரியர் என்றால் என்ன?
பல திறன்களைக் கொண்ட பன்முகத்தன்மை கொண்ட மாணவர்களின் குழுவிற்கு பல்துறை முறையில் கற்பிக்கும் முறை.
முதல் வரிசை வேறுபாடு என்பது லாட்டில் உள்ள தனித்துவமான குழுக்களை அடையாளம் காண்பதாகும்.
இரண்டாவது வரிசை அறிவுறுத்தல்கள் மற்றும் அறிவு பரிமாற்றத்திற்கான பொருத்தமான தொகுதிகள் மற்றும் கருவிகளைத் தேர்ந்தெடுப்பது.
மூன்றாவதாக, வேறுபட்ட மதிப்பீட்டு முறைகளைக் கண்டறிவது மற்றும் மெட்ரிக்குகளின் தொகுப்பில் சதவீதக் கணக்கீட்டில் செய்யப்படும் பொதுவான தரவரிசை செயல்முறைகளைக் கண்டறிவது.
ஒரு கூட்டுக் குழுவில் தனிப்பட்ட செயல்திறனுக்கான ஒப்பீடு மூலம் தவறுகளைக் கண்டறியும் பொறிமுறைக்குப் பதிலாக.
இவை 4 முதல் 9 வரையிலான தரநிலைகளில் மிகவும் பயனுள்ளதாக இருக்கும்.
ஆர்வத்துடன் புதுமையாக கற்பிப்பதில் விடாமுயற்சி கொண்ட ஒரு சராசரி கல்வி அறிஞர்.
குழந்தை மற்றும் மருத்துவ உளவியல் செயல்முறைகளில் ஆழ்ந்த அறிவைக் கொண்ட ஒரு நபர்.
உள்முக சிந்தனையாளராகவோ அல்லது வெளிமுகமாகவோ இல்லாத ஆசிரியர்.
வகுப்பறையில் ஏற்படும் குழப்பங்களை புன்னகையுடன் ஏற்றுக்கொள்ளும் ஆசிரியர், கோபத்தையும் ஒத்த உணர்ச்சிகளையும் கட்டுப்படுத்தக்கூடியவர்
வெகுஜனத்திற்கான காரண எறும்புக்காக உழைக்கத் தயாராக இருக்கும் ஆசிரியர்.
¶ பாடத்தின்படி வேறுபடுத்துவதற்கான உத்திகள்
கல்வி என்பது மன மோதல்களைக் குறைப்பதும், தன்னம்பிக்கையை அதிகரிப்பதும் ஆகும்.
பள்ளி ஆசிரியர்களிடையே புழக்கத்தில் இருக்கும் ஒரு பிரபலமான நகைச்சுவை "வெவ்வேறு பாடங்களுக்கு வெவ்வேறு ஆசிரியர் ஆனால் எல்லா பாடங்களுக்கும் ஒரே மாணவர்". மேற்பரப்பு மட்டத்தில் இது நகைச்சுவையாகத் தெரிகிறது. அன்றைய எங்கள் தலைப்பு, பாடத்தின்படி அறிவுறுத்தல்களை வேறுபடுத்துவதற்கான உத்திகள் பற்றிய அவசியத்தை கண்டிப்பாக வலியுறுத்தும்.
பள்ளி அளவில் ஒவ்வொரு பாடமும் தனித்தனியே ஒரு நிறுவனம். மாணவர்கள் தங்கள் பாடத்தை அறிமுகப்படுத்துவதிலும், கட்டம் கட்டமாக மேம்படுத்துவதிலும் பின்பற்றப்படும் வேறுபட்ட வழிமுறைகளில் ஆசிரியரின் திறமையின் காரணமாக மற்ற ஒவ்வொரு பாடத்திற்கும் அடுத்தடுத்த வகுப்புகளில் தங்களைத் தயார்படுத்திக் கொள்கிறார்கள்.
திறமை கலவை கருவிகளின் திறம்பட செயல்படுத்தல் மற்றும் தனிப்பட்ட வழிமுறைகளுக்கான மேம்பாடு இங்கே வருகிறது.
பாடத் திட்ட தயாரிப்பிலேயே இது மிகவும் வலியுறுத்தப்படுகிறது.
அறிமுகம் அல்லது அவதாரிகை என்று நாம் அழைப்பது இந்த அளவுருக்கள் பற்றியது.
கற்பித்த ஆரம்ப ஆண்டுகளில், பெரும்பாலான புதியவர்கள் இந்த பேருந்தை தவறவிட்டனர்.(பஸ் : வழியைப் பின்பற்றி)
பாடத்தில் முதல்வர் அல்லது தலைமை ஆசிரியர் மற்றும் பாட நிபுணர்களின் பங்கு பணிப் பயிற்சியின் போது முக்கியமாக இந்த விஷயத்தை வலியுறுத்துகிறது, இதனால் வகுப்புகள் கேட்பதற்கு மிகவும் சுவாரஸ்யமாக இருக்கும்.
இந்த முறையானது, நீண்ட காலமாக நிறைவுற்ற அவதானிப்புகள் மற்றும் செறிவு கொண்ட குழந்தைகளின் ஆர்வத்தை நன்றாக மாற்றுகிறது.
ஒவ்வொரு காலகட்டத்திலும் கற்பித்தலின் ஆரம்ப நேர ஸ்லாட்டுக்கு இடைவினை விரும்பப்படுகிறது.
Differentiation of Instruction - Role of a teacher
• Dr. Balasubramanian ।। UN Educationist
Exactly, once the students reach the classroom, should follow common discipline, common inputs, later after school student with little support of the peer friends Or from teacher can make validation, make a confirmation, instead of asking teacher 100 different designs.
Unknowingly too much school activities or extra activities makes student busier and some time parents too make more loaded and not giving sufficient time, so please paretns, teachers should understand the importance of giving time, there is a saying to know the labour pain, mother should wait for the labour time and should not expect the astrologer or doctor what time it can be.
Please give time to the students .
Each one can reach the destination, with own time.
மாணவர்கள் வகுப்பறையை அடைந்தவுடன், பொதுவான ஒழுக்கம், பொதுவான உள்ளீடுகளைப் பின்பற்ற வேண்டும், பின்னர் பள்ளி மாணவர் சக நண்பர்களின் ஆதரவுடன் அல்லது ஆசிரியரிடம் இருந்து சரிபார்த்து, 100 வெவ்வேறு வடிவமைப்புகளை ஆசிரியரிடம் கேட்பதற்குப் பதிலாக உறுதிப்படுத்தலாம்.
தெரியாமல் அதிக பள்ளி செயல்பாடுகள் அல்லது கூடுதல் செயல்பாடுகள் மாணவர்களை பிஸியாக ஆக்குகிறது, மேலும் சில நேரம் பெற்றோர்களும் அதிக சுமை மற்றும் போதிய நேரம் கொடுக்காமல் இருக்கிறார்கள், எனவே பெற்றோர்களே, ஆசிரியர்கள் நேரம் கொடுப்பதன் முக்கியத்துவத்தை புரிந்து கொள்ள வேண்டும், பிரசவ வலியை அறிய, அம்மா செய்ய வேண்டும். பிரசவ நேரத்திற்காக காத்திருங்கள், ஜோதிடரிடமோ அல்லது மருத்துவரிடமோ எந்த நேரமாக இருக்கும் என்று எதிர்பார்க்கக்கூடாது. தயவுசெய்து மாணவர்களுக்கு நேரம் கொடுங்கள்.
ஒவ்வொருவரும் தங்கள் சொந்த நேரத்துடன் இலக்கை அடையலாம்.
How to implement Differentiation of Instruction.
• Sonal Kathuria || UN Educationist
To Implement it better we follow VARK as the flow of teaching, where students are exposed to different ways of teaching and the learning that happens is holistic and integrated too.
VARK stands for Visual/Aural/Read or Write/Kinesthetic...these are the different learning styles.
Introducing the idea that not everyone learns in the same way... Are study strategies, prompting students to select the best study strategy.
அறிவுறுத்தலின் வேறுபாட்டை எவ்வாறு செயல்படுத்துவது.
• சோனல் கதுரியா || ஐ.நா கல்வியாளர்
அதை சிறப்பாக செயல்படுத்த, கற்பித்தலின் ஓட்டமாக VARK ஐப் பின்பற்றுகிறோம், அங்கு மாணவர்கள் வெவ்வேறு கற்பித்தல் வழிகளை வெளிப்படுத்துகிறார்கள் மற்றும் நடக்கும் கற்றல் முழுமையானதாகவும் ஒருங்கிணைக்கப்பட்டதாகவும் இருக்கிறது.
VARK என்பது Visual/Aural/Read or Write/Kinesthetic... இவை வெவ்வேறு கற்றல் பாணிகள்.
எல்லோரும் ஒரே மாதிரியாகக் கற்றுக் கொள்வதில்லை என்ற கருத்தை அறிமுகப்படுத்துவது... படிப்பு உத்திகள், சிறந்த படிப்பு உத்தியைத் தேர்ந்தெடுக்க மாணவர்களைத் தூண்டுகிறது.
Differentiation of Instruction
• Nahid Raza || UN Educationist
Customized instructions need to be avoided. Purpose is to empower children. Make your teaching simple not simpler.
Children must apply their brain & use imagination. We need not to take his burden. We need to stand. We need not to give fish. Train them for fishing
Education teaches to live together. If we separate them, the core values of education, humanity, civilization and democracy are affected. Result is not as important as process.
The process must be humane. The highest value of education is to make children become what they do repeatedly. It is therefore needed to develop social capital of every child. So that world looks more beautiful and flagrant.
Mugging up contents and excelling in academics is a segment of big picture not the entire picture.
Project based education, cocurricular activities initiating together produce the best results. Children are coming to us for being more human not inhuman . We are not robot but superior to them.
அறிவுறுத்தலின் வேறுபாடு
• நஹித் ராசா || ஐ.நா கல்வியாளர்
ஒன்றாக வாழ கல்வி கற்பிக்கிறது. நாம் அவற்றைப் பிரித்தால், கல்வி, மனிதநேயம், நாகரிகம் மற்றும் ஜனநாயகத்தின் அடிப்படை மதிப்புகள் பாதிக்கப்படுகின்றன. செயல்முறையைப் போல முடிவு முக்கியமானது அல்ல.
செயல்முறை மனிதாபிமானமாக இருக்க வேண்டும். கல்வியின் உயர்ந்த மதிப்பு, குழந்தைகளை அவர்கள் மீண்டும் மீண்டும் செய்வதாக மாற்றுவதுதான். எனவே ஒவ்வொரு குழந்தைக்கும் சமூக மூலதனத்தை உருவாக்குவது அவசியம். அதனால் அந்த உலகம் மிகவும் அழகாகவும் அப்பட்டமாகவும் தெரிகிறது.
உள்ளடக்கங்களைக் குவிப்பது மற்றும் கல்வியில் சிறந்து விளங்குவது என்பது பெரிய படத்தின் ஒரு பகுதி அல்ல முழுப் படம்.
திட்ட அடிப்படையிலான கல்வி, பாடத்திட்ட செயல்பாடுகள் இணைந்து தொடங்குவது சிறந்த முடிவுகளைத் தருகிறது. மனிதாபிமானமற்றவர்களாக அல்ல, மனிதனாக இருப்பதற்காகவே குழந்தைகள் நம்மிடம் வருகிறார்கள். நாம் ரோபோ அல்ல ஆனால் அவர்களை விட உயர்ந்தவர்கள்.
தமிழ்
Diffentiation of Instruction
• Madhumitha Jana - UN Educationist
Differentiating in a classroom allows the teachers or facilitators to meet the needs of their children in a classroom. It may help to reach out to every individual.
Differentiating is basically an art that one learns with time and experience. In this one has to use a range of strategies and keep their Magic box ready with new ideas and hopes.
The planning can not be rigid.
One has to plan and develop engaging activities and exercises that challenge and enhance the learning for every student in a class.
Every student is different hence Differentiated classroom will be effective for learning.
அறிவுறுத்தலின் வேறுபாடு
• மதுமிதா ஜனா - ஐநா கல்வியாளர்
ஒரு வகுப்பறையில் வேறுபடுத்துவது, ஆசிரியர்கள் அல்லது வசதியாளர்கள் ஒரு வகுப்பறையில் தங்கள் குழந்தைகளின் தேவைகளைப் பூர்த்தி செய்ய அனுமதிக்கிறது. ஒவ்வொரு நபரையும் சென்றடைய இது உதவும்.
வேறுபடுத்துவது என்பது அடிப்படையில் நேரம் மற்றும் அனுபவத்துடன் ஒருவர் கற்றுக் கொள்ளும் ஒரு கலை. இதில் ஒருவர் பலவிதமான உத்திகளைப் பயன்படுத்த வேண்டும் மற்றும் புதிய யோசனைகள் மற்றும் நம்பிக்கைகளுடன் தங்கள் மேஜிக் பெட்டியை தயாராக வைத்திருக்க வேண்டும்.
திட்டமிடல் கடுமையாக இருக்க முடியாது.
ஒரு வகுப்பில் உள்ள ஒவ்வொரு மாணவருக்கும் கற்றலுக்கு சவால் விடும் மற்றும் மேம்படுத்தும் ஈடுபாட்டுடன் கூடிய செயல்பாடுகள் மற்றும் பயிற்சிகளை ஒருவர் திட்டமிட்டு உருவாக்க வேண்டும்.
ஒவ்வொரு மாணவரும் வித்தியாசமானவர்கள், எனவே வேறுபட்ட வகுப்பறை கற்றலுக்கு பயனுள்ளதாக இருக்கும்.
தமிழ்
Differentiated Classroom - Role of a
teacher
• Priti Kaushik - UN Educationist
Here teacher has to be a teacher, mentor, facilitator, friend and above all a real well wishes in the eyes of students.
The teacher needs to use a number of techniques in the same class to make everyone understand.
It really works and is very helpful. Students have different capabilities. But we all will agree that if they are in a particular class, they surely have certain basic knowledge. Now when we start teaching a chapter, we explain the topic. They then go through the topic. When the kids are reading and understanding, ee can approach the weak kid or the kid with less concentration and discuss the topic with these kids. Discussion helps them to think logically and draw conclusions. In most cases they tend to remember the topic.
A few children will look for appreciation to do better where as others may be looking for some motivation and there will still be some others waiting to be pushed but lovably.
Believe me, by the time the chapter is about to be over at least 60% preparation of the chapter is done.
வேறுபடுத்தப்பட்ட வகுப்பறை -
ஆசிரியரின் பங்கு
• பிரிதி கௌசிக் - ஐ.நா கல்வியாளர்
இங்கே ஆசிரியர் ஒரு ஆசிரியராக, வழிகாட்டியாக, உதவி செய்பவராக, நண்பராக இருக்க வேண்டும் மற்றும் எல்லாவற்றிற்கும் மேலாக மாணவர்களின் பார்வையில் உண்மையான நல்வாழ்த்துக்கள்.
ஆசிரியர் அனைவருக்கும் புரிய வைக்க ஒரே வகுப்பில் பல நுட்பங்களைப் பயன்படுத்த வேண்டும்.
இது உண்மையில் வேலை செய்கிறது மற்றும் மிகவும் பயனுள்ளதாக இருக்கிறது. மாணவர்கள் வெவ்வேறு திறன்களைக் கொண்டுள்ளனர். ஆனால் அவர்கள் ஒரு குறிப்பிட்ட வகுப்பில் இருந்தால், அவர்களுக்கு நிச்சயமாக சில அடிப்படை அறிவு இருக்கும் என்பதை நாம் அனைவரும் ஒப்புக்கொள்வோம். இப்போது நாம் ஒரு அத்தியாயத்தை கற்பிக்கத் தொடங்கும் போது, தலைப்பை விளக்குகிறோம். பின்னர் அவர்கள் தலைப்பைக் கடந்து செல்கிறார்கள். குழந்தைகள் படித்து புரிந்து கொள்ளும்போது, பலவீனமான குழந்தை அல்லது குறைந்த கவனம் செலுத்தும் குழந்தையை அணுகி இந்த குழந்தைகளுடன் தலைப்பை விவாதிக்கலாம். தர்க்கரீதியாக சிந்திக்கவும் முடிவுகளை எடுக்கவும் கலந்துரையாடல் அவர்களுக்கு உதவுகிறது. பெரும்பாலான சந்தர்ப்பங்களில் அவர்கள் தலைப்பை நினைவில் வைத்துக் கொள்கிறார்கள்.
ஒரு சில குழந்தைகள் சிறப்பாகச் செய்ய பாராட்டுக்களைத் தேடுவார்கள், மற்றவர்கள் சில உந்துதலைத் தேடுவார்கள், இன்னும் சிலர் தள்ளப்படுவதற்குக் காத்திருக்கிறார்கள், ஆனால் அன்பானவர்களாக இருப்பார்கள்.
என்னை நம்புங்கள், அத்தியாயம் முடிவடையும் நேரத்தில், அத்தியாயத்தின் 60% தயாரிப்பு முடிந்துவிட்டது.
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Back To School: 10 Internet Security Tips For Mothers And Fathers
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Excellent Pointers To Help With Your Children's Homeschooling
To homeschool or not to homeschool, that is a tough question which many parents face. The best way to make a decision is to know as much as possible, and even after you take the plunge, you must continue to learn. This article provides all the information you need to provide a great homeschool environment.
Do not expect homeschooling to work seamlessly right from the start. It can take up to a year before you settle into a good flow with homeschooling. Even though you have educated yourself about the process before beginning, the skill to make it all work smoothly takes some time to develop. Exercise patience and you will be more successful.
When working with children, remember that breaks are very important. You can't expect them to cram all day without a break. They have to be able to expend energy outside or be able to lay on the couch like a potato for a bit. This will benefit everyone.
Wednesdays can be hard as they're stuck in the middle of the week, so why not make them a special event? Include fun hands-on activities on this day or excursions around town. Make it something they look forward to and your kids will have an easier time making it through the week.
The goals you set for your homeschool classroom need to be easy to measure. Write down exactly what you want your child to know at the end of each day, week, month and lesson plan. For example, "I would like John to be able to multiply up to ten" is a great short-term goal. "I would like John to know all about World War II" is a long-term goal. Both should come with positive reinforcement when achieved.
Write down a list of all the reasons why you have chosen homeschooling for your kids. Start off with a list of the pros and cons of public schools in your area. Next, write down how you're going to overcome those cons and include the pros in your own classroom. Subsequently, create milestones and goals you want your kids to reach as you teach them. Create a timeline for those goals so you can be sure they're attained.
As you are beginning your school year, start out slowly. You can introduce a single subject the first week, and then add another the week after. Slowly build up to the full daily schedule so you and your children do not become overwhelmed. There will be plenty of time to get through the workload throughout the school year.
If you decide to hire a tutor to supplement your homeschooled child's education, choose carefully. Make sure that the tutor has a degree in the subject he or she teaches. While a teaching degree is helpful, it isn't a necessity to be a good tutor. Verify a potential tutor's expertise and effectiveness by asking for and checking in with references.
Decide what kind of school year works best for you and your child. Homeschooling gives you the flexibility to decide to do a traditional school year, or teach all year long. Each state has certain requirements and laws regarding the amount of hours required in the classroom. When homeschooling you can choose a schedule that works for you.
Do not be afraid to think outside the box. Field trips and even family vacations are perfect ways to bring your child's education to life. Research how you can make learning fun for them and then follow through with your plans. Take every opportunity that is available for you and your child.
Do not purchase materials that are not returnable. You do not want to spend good money on material and find that the curriculum is nothing like advertised. Many quality programs will allow you a trial period before you have to keep the books and materials. Look into the return policy prior to making any purchase.
Armed with a vast cache of knowledge, you can now prepare lesson plans like a pro, teach your kids in ways which work and even make learning fun. learn Quran with Tajweed cannot stop here, of course, and you must keep reading and talking to others to expand your knowledge and better your homeschooling ways.
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