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the-witch-of-one-piece · 11 months

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Daddy Tokyo Revengers: Having an Overly Shy Daughter pt 2 Ft: Mikey, Baji, Wakasa, Takeomi, Chifuyu, and Shinichiro WC 2000+ Part 1 a/n: part two is here! part 3 is in the works of characters on the list for part 3 Mitsuya, Kazutora, Kisaki, Kakucho, Izana, and Smiley!

Wakasa He began to lace the purple little gloves on her hands. “Remember what daddy taught you?” he asked his baby girl. Her eyes watching her dad tying the strings of her glove. “Just like we practiced.” Wakasa patted her head.

She saw her large uncle Arashi get into the ring he had his gloves on as well. She saw her daddy get out of the ring leaving her in the ring. “Daddy.” She trembled in her voice.

“you got this bumble bee, keep your hands up and remember the bigger they are the harder they fall.” Wakasa spoke. For years he saw people come in and out of the gym then after training with him he could see the confidence in them. He wanted to do the same thing for his daughter seeing how sometimes she didn’t have confidence in herself due to her being overly shy about anything she did.

She heard the bell ring and followed her dad's instructions keeping her hands up. Arashi was willing to help his little niece even if he had to be a little dramatic. Wakasa's little bumble bee swung towards her uncle hitting Arashi’s stomach and in a matter of seconds Arashi began to feel ‘pain’ from the hit. He fell to his knees and pretended to knock out. Her eyes widened in shock that she did that to her uncle. She turned around hearing the bell. “I killed him.”

“ no no you knocked him out! You did it!” Wakasa said, reassuring his little one, getting into the ring. “And the winner is my little bumble bee” Raising her hand up Some of the members in the gym clapped and cheered for this because her little cheeks radiated with heat. She had a bashful smile. “See bumble bee l, no one your age can knock out a giant like him.”

Takeomi

“No daddy I don’t want to go…” Her little backpack was on her shoulders. This was her second day of kindergarten. His daughter didn’t have the best day yesterday. She tried her best to meet some friends but when she would try to speak she began to stutter when nothing came from her mouth she took off in the other direction in the classroom.

Takeomi felt bad for how her first day went. He should have listened to his wife and should have put her into a head start program to help with her social skills but he thought she was too little and being a first-time dad all he wanted to do was protect her and just knowing her parents would always be there for her. Now letting her get her own wings was a challenge. His hands gently were on her shoulders. “I know it’s tough but you can’t give up…. Daddy wants you to try for him. Can you do that for me?” He calmly spoke to her.

She took a moment to respond with a slight nod. He had a relieved smile. He reached into his coat pocket “Since you're staying today I have something for you that can help.” Pulling out small bracelets with charms on them. “I went to the store last night and I asked the lady I needed a special bracelet to help give little princesses confidence. She found this… Look, it has all your favorite things on it too.” He began wrapping the bracelet around her wrist. Going to the jewelry store last night as a gift for her starting kindergarten. Something special for her and if she knows it’s supposed to help with her shyness she could feel a little more relaxed when making new friends.

“Will it help me? ” She blinked a few times looking at her dad.

“Mmhmmm,” they heard the bell ring “alright princess I will be here to pick you up after school.” Giving her a big hug. “ I love you.”

“I love you too.” Kissing her cheek. He watched her enter the school and she disappeared around the corner where he class was.

Chifuyu

It was his day off and he told his wife to enjoy herself for a few hours while he kept an eye on his munchkin. He was trying to feed Peke J when he couldn’t find him. Calling for him no response. He was looking everywhere for him and nowhere to be seen. The last place he checked was his daughter's room. Her door was slightly cracked open when he could hear his daughter's voice. “Down by the bay~~~ where the watermelons grow~~~ back to my home~~~`” he could hear the cute melody coming from his 4-year-old who was in her room singing. He could see on her bed Peke J, he had one eye open as he watched his little owner enjoying herself. “Have you ever seen a fly wearing a tie? Down by the bay~”

He hasn’t heard his daughter sing like this before. She would copy a few words from the song but it will only be spoken softly by her. Hearing her sing the full song brought a smile to his face. Peke J notices the presence at the door picking his head up meowing. His daughter stopped singing and he was busted. “papa?” she called out. When he finally opened the door the familiar pair of green eyes that resembled his looked back at him. “Hey sweetie, I was looking for Peke J. It was time for him to eat.” Chifuyu smiled. “I happen to hear you singing.” he smiled. “It was cute.”

She was bashful as she looked down at the ground, her hands were behind her back “you liked it?” “Of course! You have the sweetest voice I ever heard. You got that from your mama. I know it's not from me. Do you mind if you will sing for me?”

Her eyes lit up, nodding. “Mhmm.”

“Promise?” he crouched down holding his pinky out to her.

“Promise.” her little pinky wrapped around his.

Baji

During his final year of residency, he was exhausted. Knowing this would be a big step in his career and for his family as well. Stressful years in school were going to pay off. His shift at his vet hospital ended. Making his way to his home knowing it was late his daughter could be asleep. Entering his home that was silent. ‘They are asleep.’ he thought to himself. He got out of his clothes into something more comfortable, he walked into his daughter’s room, the small night light by her bed was on and she had a stuffed white cat she was holding onto. He sat on the edge of the bed. He had been so busy he hadn’t had a lot of time with his favorite girl. Brushing her hair back and kissing her temple. Her daughter shifted her little hand rubbing her eyes as they slowly peaked open “Sorry I woke you.” he whispered.

She let out a yawn. “I told mommy I wanted to wait for you, but I fell asleep.” She looked up at her dad. She missed her dad and knew when he had some time when he wasn’t doing his residency he needed rest. “Imissedyou.” she mumbled quietly.

Baji noticed how his daughter held onto the stuffed cat as she buried her face into the top of its head. “I missed you too kiddo.” he looked at the drawing that was on her nightstand and picking it up he could see three figures “Did you do this?” She nodded her head “It’s f-for you Daddy.” snuggling into her stuffed kitty cat.

“ I have to add this to my collection of fine art, thanx kiddo” he looked at the photo then he found himself yawning. His daughter could see a tired look in his eyes. She scooted in her bed and Baji noticed she was making room for him to lie down. He was too exhausted to get to his room and he gladly accepted cuddling with his baby. “You wouldn’t mind if I crashed with you huh.”

“I-I don’t mind.”

At times Baji forgot how big she was getting he still remembered her being a newborn who was the side of her forarm. Brushing her dark bangs out of her face. It didn’t take long for his daughter's eyes to become heavy; she didn’t fight her sleep. Baji looked down to see the smile on his baby’s face as she was asleep cozy next to him. His eyes finally gave out as he hit a deep slumber.

Mikey

The father-daughter dance was today and Mikey was ready to go. He had the corsage to match his daughter's dress. When he first heard about the dance his daughter was excited she would be taking her dad with her, but the closer it got she became a bit more nervous. There were going to be a lot of dads with their daughters there. “Love, we are going to be late.” he knocked on her door.

When his 5 year old opened the door she saw him in the pretty red dress she picked out last week from the store. His daughter didn’t get his personality at all. No matter how hard he tried to help her out breaking the shyness she retracted back more. There were people she was able to talk to that she was comfortable with but others she was mute. Mikey smiled, “I sure do make one hell of a cute kid, you are gorgeous my little princess.”

He could see her face glowing red as it matched her dress color. “I um uh thank you dad,” she was a bit jittery with the compliment from her dad. Opening the container of the red corsage and placing it on her tiny hand.

“Am I going to get to dance with my gorgeous date?” Mikey asked, taking her hand.

“Ca-can you teach me ?” She began following her father to the car. She really didn’t know how to dance.

“Of course. Anything for you princess.” He buckled her seat belt and he began to drive towards the school.

Shinichiro

Shin could see the frustration in his daughter's face. She was trying to fix her toy that came apart. Trying to clasp them back together when they kept coming apart. She let out a low sigh. “Do you need help, cupcake?” Shin asked, catching his daughter's attention.

“It’s okay daddy I got it.” Her concentration was still focused on the toy. Shin could see how to fix the toy he began making his way . “No-No daddy, it's okay.” She looked up at him and he took a seat next to her on the floor. She became a bit more nervous; she wanted to do this for herself instead of going to ask her dad all the time. Shinichiro always loves helping her out. When he is in the shop he would ask her to help him pass him the tools he would need to fix a bike.

“Daddy is just gonna watch kay?” he patted her shoulder. He continued to watch her tweak it but it wasn’t working. A frown came to her lips she had to admit to defeat this time. “It's okay sweetheart. Take a deep breath.” He guided her through the deep breath and saw her relax after. “Turn this piece around.” He pointed to the left side of the toy. Following her fathers instructions she managed to place the piece properly in. “ you did it!” Shinichiro saw the look on her face she was biting her inner cheeks looking at the toy. “What’s wrong?”

“I wanted to figure it out myself.” She looked over at her dad then back down. “But i couldn’t.”

“It’s okay to ask for help, I know you want to do it yourself but sometimes we need help and I will always be there to help you.” Rubbing her back.

She gave a small smile nodding at her smiling dads face. She reached for one of her other toys “ do you want to play with me?” In her other hand she one of her toys

“Of course!”

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kairismess · 3 months

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⋆｡♪ ₊ haikyuu boys as band members.

HINATA SHOYO, rhythm guitarist.

hinata would love to play the electric guitar more than any other instrument, it always caught his eyes and ears, and he's always wanted to master playing it. he's never played an instrument before in his life, though he is quite good with his hands and fingers, and is a fast learner (when he gets it). and he also keeps great timing and rhythm with his bassist. he did struggle at first when learning the chords and simple songs to practice playing on the electric guitar, and forgetting to plug the damn thing into an amplifier, but after a lot of practice, he got way better; and in his first year, he joined the band club, impressing his seniors with a guitar lick he managed to pull off on the first try. up to this day, he can't believe he pulled that off, yet has forgotten how to recreate it...

KAGEYAMA TOBIO, bassist.

kageyama's first encounter with the bass would be when he was in kindergarten. miwa used to play the bass for after school gigs with her friends at their place, and little tobio was so enamored with how the bass sounded as a young toddler that the sounds and vibrations of the bass were usually what put the young blueberry boy to sleep. his grandfather also taught him how to play the bass, he taught miwa how to play when she was his age, though the only difference between the two of them was that tobio took it much more to heart than his sister did. he believed the soul of a song lay with its rhythm, its timing, and without the bassist, the song wouldn't flourish; it couldn't pulsate with life. he became hinata's bassist, and he constantly criticizes hinata for his careless strumming when he senses he's off-beat. he probably has a sixth sense that knows hinata's gonna be off-beat at a certain point during a song or practice, it's like his superpower, apart from being a pro bass player.

TSUKISHIMA KEI, drummer.

tsukishima had only recently learned how to play the drums, he had always observed his older brother playing them when he would practice in his room; it felt like little kei was in the world's most exciting concert every time his older brother would play a segment of a song he really liked. though now that he plays the drums, he looks back and thinks about how easy it must've been to impress him as a child, because now, he realizes that it wasn't too big of a deal to sit there, listening to these bickering simpletons while yamaguchi helped cease tensions between the two. he doesn't like the fact he has to announce their band's stupid and constantly changing names, it makes him feel frustrated every time he introduces the band, only to learn the two have changed the band name again to something more ridiculous. he has impeccable rhythm and timing, though, but he feels pissed off whenever kageyama sends a glare his way, signaling that he's lagging a bit behind on the timing.

KOZUME KENMA, DJ + keytarist.

kenma didn't originally want to be part of a band, but when kuroo kept urging him to use his talent at the piano to help him put together his dream band. if it weren't for kuroo, kenma would've abandoned his talent at the piano long, long ago. kenma has experimented with other instruments throughout their time as a band, he got into DJ-ing during middle school, which kuroo thought was the coolest thing ever. a lot of the audience members sometimes judge him for having inconsistent instruments during some shows, but he never fails to impress them with his skills at both instruments. after a show, kenma is beat, he lays down on a bench, just trying to sleep, but kuroo and the others try to get him to come get dinner with them to celebrate their successful show. and as much as it inconveniences kenma in many ways... he doesn't mind being appreciated for his efforts, though it is quite obnoxious.

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yuurei20 · 2 months

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Hello! I'm sorry if this question already been asked and answered but have any character mentioned about going to elementary before coming to the NRC?

Also, have they ever explained about whether there is elementary, middle and high school in twisted wonderland?

Thank you!

Hello hello! Thank you for this question!

There are references to Riddle, Trey, Deuce, Jack, Jade, Floyd, Azul and Epel all attending elementary school!

There is a mistranslation on EN about Kalim and Jamil attending elementary school together when they did not: Jamil went to school while Kalim was homeschooled until NRC.

(EN does not have the best track record with subject pronouns. Jamil does not technically say "I" in his sentence, but as he was sharing a story about himself, we know he is the subject.)

We also have lines about Riddle, Ace, Deuce, Jade, Floyd, Azul, Jamil, Epel and Sebek all attending middle school.

I have not been able to find a line from Jack about attending middle school, but he does say that his younger brother is.

I was not able to find any reference to what schools Vil attended before NRC. Interestingly we are given the labels of "child-Jade" and "middle-school Jade" for Azul's overblot flashback in order to track how long Jade, Floyd and Azul have known each other, but during Vil's flashback there are no such hints about what ages or grade levels Jack and Vil were at when they first met.

Jack says that they went to school together for "a year a two," but does not mention what level of schooling.

Cater mentions changing schools often before NRC, but might not reference elementary- or middle-schools directly.

Malleus says that he received teaching from tutors.

Like Kalim, Leona says he was also taught by tutors at home, while neither Ruggie nor Silver had any official schooling at all prior to NRC, with Silver studying at home (often alone) and Ruggie's education being limited to "practical life skills."

What is fascinating is that the game does not use the Japanese-language words for elementary/middle/high school, using English-language words instead!

It is established in the novel that the language being spoken in the universe is not Japanese, and the game may be using the English language as if it were a fantasy-world language like Elvish (re: why all the countries have two names, and why the in-game map is not available in Japanese).

In the prologue, for example, Ace uses the Japanese-language word for kindergarten, but in the novel this was updated to the English-language word, "elementary school."

The English-word "kindergarten" is not as ubiquitous amongst native Japanese-language speakers as "elementary school."

This meant that the writer had to choose what was more important: staying faithful to the game, or upholding the continuity of "only English-language-words are used for pre-NRC educational institutions." And they chose the latter!

The English word "high school" is used to describe NRC itself.

(Words like "high school students" are kept in Japanese but grammar differences mean that we cannot just drop "high school students" into a Japanese-language sentence and have it make sense, so it is possible that this was a compromise for the sake of comprehension.)

And this might all come back to Twst's unique school system!

It is not 100% Japanese, English or American, taking inspiration from all three without recreating anything literally (which is often also true of the characters themselves).

The game seems to have combined the UK's two-year, pre-university "college" system with American four-year high schools, used the English-language title "Night Raven College," and then had the characters refer to it in-game as a "high school," using English to establish it as a foreign system!

#twstask #twisted wonderland

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luneengene2 · 4 months

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Enhypen Members and Their College Majors (+Their 'behavior' at college)

A/N : I made this according to my opinion about the college major they might take 😆

Warnings : Contains Grammar Errors

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

• YANG JUNGWON

|| Faculty of Health / Medical Sciences ||

|| Department: Pediatric Medicine ||

- Jungwon really fits this major, his personality is very adorable.

- If there is practice with children, Jungwon will make parcels containing candy or chocolate so that the children are not afraid of him.

- Will be the lecturer's favorite student because his grades are always good.

- Dreams of opening a free hospital for children.

- The girls who were 'reportedly' close to him usually came from the dentistry department.

• LEE HEESEUNG

|| Faculty of Social Science and Political Science ||

|| Department: Communication Sciences ||

- Will be the most active student regarding issues of debate in the masses, advertising, politics, etc.

- Relatively active in participating in organizations on campus.

- Always arguing with the kids at Law faculty 💀.

- Can be a leader when there is a community demonstration.

- The most updated about the latest news circulating on television, especially those related to advertising.

• PARK JONGSEONG / JAY PARK

|| Faculty of Economics and Business ||

|| Departement: Business Management ||

- The heir to a family company who was told by his father to major in business management to become an expert in managing companies.

- He is targeted by girls on campus because he is rich.

- His father quite often made 'donations' to his campus.

- Go to campus using a BMW 8 The 8 840i Gran Coupe

- Often wears a Rolex watch when going to campus.

• SIM JAEYUN / JAKE SIM

|| Faculty of Social Science and Political Science ||

|| Departement: International Relations ||

- Using his bilingual skills in this major.

- Always the most serious in class and material.

- Often sent to conduct seminars outside campus because he is most fluent in English.

- Most updated about global issues or war.

- Internship at the South Korean Embassy in Australia.

- The lecturer's favorite student because he is the most active among the other students.

• PARK SUNGHOON

|| Faculty of Teacher Training and Education ||

|| Departement: Early Childhood Education Teacher ||

- Sunghoon can be 'close' to children well (I can see him when he was an ice skating teacher with Ben and Will). So, I think this college major is suitable for him.

- Often makes unique handicrafts as learning materials.

- Apprentices at a kindergarten, and becomes a favorite of the children there because of his affectionate personality.

- He is also targeted by girls because he is very fatherable.

- When his internship is over, the children he taught will feel very lost.

- His bag is full of modules and teaching materials.

• KIM SUNOO

|| Faculty of Arts ||

|| Departement: Theater and Drama ||

- One of the students who is good at writing drama scripts.

- Most active in setting up the stage.

- The most cheerful among his friends, that's why he always gets roles with a cheerful character.

- Always chosen to be chairman of the campus committee at festival events, more precisely in the stage arrangement section.

- Often praised by the campus chancellor for his stage management skills.

• NiSHIMURA RIKI

|| Faculty of Engineering ||

|| Mechanical Engineering ||

- The group of boys who are 'bad' on campus, because his emotions like to explode or often cause problems 😮‍💨✌️.

- He rarely goes to class but his grades are always high, so the lecturer certainly can't get angry.

- Always labeled a 'playboy' even though he was only loyal to his girlfriend who was majoring in English literature (Bro, he wants to hit the one who made those stupid rumors).

- Often hangs out at cafes near campus after class is over.

- Riding a ninja motorbike with a full face helmet.

- Targeted by girls too.

#enhypen imagines #enha x reader #enhypen jungwon #yang jungwon #enhypen heeseung #lee heeseung #enhypen jay #park jongseong #enhypen jake #sim jaeyun #enhypen sunghoon #park sunghoon #enhypen sunoo #kim sunoo #enhypen niki #nishimura riki #enhypen soft thoughts #enhypen

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harrywavycurly · 8 months

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Haunted Part 4: Did it hurt?

Masterlist: Here

TW: brief mention of death

Tag List: @cultish-corner @starrywhitenight @burns-in-the-sun @jesssssmaybankk @amira0303 @gretavankleep37

“So did it hurt?” You turn your head in the direction of Eddie’s voice as you get comfortable on the worn out chair in his spare bedroom that he’s turned into his music room. Eddie looks down at the guitar in his lap as soon as your eyes find his, he isn’t sure why he asked the question but it’s out there now so he can’t take it back.

“Did what hurt?” You ask as you turn your attention to the black and red guitar that’s leaning against the wall closest to your chair. Eddie watches with a smile on his face as you reach over and pluck a few of the strings giggling to yourself at the feeling of the strings on your fingertips.

“Dying.” Eddie feels his cheeks get hot as soon as the word leaves his mouth, he hates the feeling of embarrassment he gets as you look back at him with a raised eyebrow. “I’m sorry I don’t know why I-”

“I don’t remember it.” You answer quickly cutting his apology off, you stand up and walk over to the window and let out a sigh as you see it’s started to rain. “I don’t think it did though.” You add as you watch the rain hit the window as the clouds outside begin to darken.

“That’s good.” You just nod as you get lost in the trance of watching the rain for a few moments while flashbacks of your life flip through your mind.

“I was a teacher.” Eddie looks up from his guitar as you continue to look out the window. “I taught kindergarten I think? Or at least something to do with young kids.” You close your eyes and see glimpses of a classroom with bright colored decorations and laughing kids.

“I bet you were a great teacher.” You smile and open your eyes so you can turn and face Eddie as he places his hands on his guitar and strums a few chords, he’s learned over the past few days that you like watching him practice his guitar skills.

“Can you teach me?” You watch Eddie’s hand movements momentarily pause as you take a few steps towards where he’s sitting on the beat up couch he keeps in the small room so that you’re standing in front of him. He looks up at you as you give him a small smile as you reach over and tuck a few stands of his hair behind his ear.

“You wanna learn to play?” He asks making you just nod as you take a seat next to him, close enough that your knees are touching making Eddie all of a sudden feel nervous that for a moment it’s as if he doesn’t even remember how to play.

“On second thought maybe another day.” He knows by the tone of your voice that you’re remembering something particularly sad and that at any moment you’re going to disappear.

“Don’t go.” You look down at your hands in your lap as a wave of sadness hits you due to a flashback replaying itself in your head. You see yourself laughing and smiling as you sit in a room very similar to Eddie’s living room, someone is talking to you about their day and it’s a good memory but it also makes you sad because you can tell you loved this person and it makes you wonder how they’re doing now that you’re gone.

“I’ll be back.” You reassure Eddie as he watches as your feet slowly begin to fade away. “Don’t worry.” You turning your head to give him a smile is the last thing he sees before you’re totally gone, he still isn’t quite sure where you go when you disappear on him. But he trusts you when you tell him you’ll be back even if it’s in a day or a week he knows eventually you’ll reappear somewhere in his tiny house.

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mbti-notes · 6 months

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Anon wrote: Hello mbti-notes! I'm 25 & INFJ. I currently feel directionless, lost and stagnant. Due to this I've isolated myself for a long time up until recently when I realized it's making me more anxious. I've been trying not to isolate myself by taking daily walks, practicing mindfulness, interacting a little with people, learning soft skills and learning from your blog.

Many setbacks have occurred in the past few years. I feel after covid I've just had hardship after hardship without break. I've lost my drive and goals. So I started I've started rethinking my goals. I always knew that I wanted to do a career involving history, travel and in service to others so I worked towards that. In my final year of uni my friend suggested going into teaching because I could do history + teach abroad. I thought it was a good idea. I've taught for one year in my own country.

Since I've entered the teaching field I've had a very difficult time and experienced burnout in no time. I don't feel supported or guidance to overcome challenges that I have. I'm lacking strong classroom management in a class of 40 students (public schools). Senior teachers have told me that I should consider switching to kindergarten or that I would be viewed as incompetent and lose my job. I was also told I'm going to struggle in this field because I struggle to socialize with colleagues. I'm very introverted and lack social skills due to being socially isolated during my middle childhood to teenage years. I'm working on this and try to socialize with colleagues.

It feels discouraging to constantly be criticized. I was told twice by two teachers I worked with closely I work diligently and they'd love to work with me again. First teachers usually struggle with classroom management the difference is how slow or fast one gets a grip on it. For some it's months, just a year or many years. I'm not given the time or space to practice my classroom management. During my entire first year I believed myself to be incompetent because of the comments from experienced, high rank teachers. Which caused me stress and unhealthy perfectionism because I internalized those comments due to my low self worth & external validation. I'm working on changing this belief and learning about myself. I know I can do it with experience, guidance and support. I believe that I'm capable of doing any job or career if I have proper guidance or mentoring.

Unfortunately, only teachers with good classroom management are employed. Unless a school is interested in taking on new teachers and mentoring them which isn't frequent. So far I haven't been able to find stability in this career either. I've just gotten accepted for contract posts which are only for a few months. I'm currently taking a break from being a school teacher and I've started volunteering work by tutoring children. I'm at crossroads with what to choose. Especially because I'm doubting whether I'm suitable to be a teacher considering my classroom management which is very important. I'm considering exploring other jobs than teaching or continuing in that field but as a tutor, online teaching or private schools (20 in a class and my classroom management is good with 20). My question is how do I know if I'm on the right path? How do I find healthy direction? Thank you for your time.

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1) Trying to learn on the job can be very challenging because of the greater sense of responsibility and the pressure it generates to succeed quickly.

To my ears, the amount of help you need actually sounds a bit unreasonable. There is one point about your situation that is unclear. Did you get a teaching degree that included a proper internship or practicum? (If you entered into a position without the right qualifications or training, then you shouldn't be surprised about struggling.) It's not the job of the employer or your colleagues to educate you once you've already graduated from school, though they may choose to be supportive as part of their mission or as resources allow. Technically speaking, the training should've already happened in your practicum, so it is assumed you already have enough classroom experience to get a grip on things quickly on your own.

If you haven't had enough practical classroom training, it might benefit you to spend time working as a teaching assistant in order to learn from experienced teachers in a more appropriate way, rather than expecting your colleagues to add teaching you to their already full plates of teaching 40 students.

Factors such as student demographics and school funding also influence the workplace environment for teachers, so it might be a good idea to try out many different schools to ensure that the problem doesn't lie solely with you. It could be that the workplace culture in specific schools isn't a good fit for you. It's not something to cast blame about but to accept; simply move on and look for a better fit.

There are many different forms of teaching, so just because you can't manage a class of 40+ doesn't mean you have to give up teaching entirely. Yes, private schools and sometimes schools in more rural areas generally have smaller classes. Also, there are companies that provide after school tutoring programs, so you could actually work as a tutor if one-on-one teaching appeals to you. Private tutoring can be lucrative if you produce good results and the right parents spread the word about your services.

2) The idea of "the right path" is somewhat misleading because it doesn't exist in any absolute sense. And believing there is only one right path for you isn't the healthiest mindset because it makes you less open to possibility and then less adaptable to change. That said, there are some very general indicators you can use to determine whether life is going well, for example:

- Emotional Well-Being: Do you generally feel good? When life is going well, your mood should be relatively stable, your attitude positive, and your outlook optimistic. Remember, pain is a warning that something is wrong. Similar to problems with physical health, if there are any aspects of your life that produce pain and suffering for you, it's better to address them sooner rather than later.

- Healthy Self-Esteem: Are you proud of who you are? Healthy pride comes from things like: taking responsibility for yourself and what you put out; making wise judgments and decisions; speaking constructively; working productively; nurturing and appreciating individuality; building good moral character. It's important to pay attention to feelings of guilt, shame, inadequacy, or self-loathing because they shine a light on opportunities for personal growth.

- Being of Value: Do you feel that you matter? To "matter" basically means your existence is better than your nonexistence. To feel as though you matter in the world, you need to offer something of value and also have your offerings valued by others. If you feel as though you have little or nothing of value to offer, then you might have an underlying issue of low self-worth to address. If you feel as though others don't value you, then you need to examine what is causing the problematic disconnect in your interpersonal life.

- Sense of Purpose: Do you have good reasons to get up every morning? People with a strong sense of purpose generally: strive to use their time and energy in meaningful ways; undertake work that produces tangible benefits; look for opportunities to make a positive contribution; make a commitment to higher goals and ideals. Feeling unmotivated, stuck, lost or adrift often points to lack of purpose in life. Purpose doesn't magically appear. You have to make purposeful choices in accordance with the value you see in yourself and want to express out into the world.

It's not my place to tell people how to make life decisions. You have to reflect on whether this is the career you want and then explore your options and find the position of best fit. This difficulty you are facing in your career could mean any number of things. It could be the challenge you need to learn the skills that you've neglected up until now. It could be a wake up call for realizing that a change of direction is necessary. To be a healthy INFJ means being able to use Ni to connect with the whole truth of the matter. Who else can tell you what is right for you? You have to reflect on it with as much self-honesty as you can muster.

#infj #career #emotional intelligence #self esteem #self worth #purpose #life direction #meaning of life #ask

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wthelvetica21 · 2 months

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Mystery Skulls Animated Headcanons (Part 2)

🏵 Cast

Lewis

His birthday is October 27th (Ghost MV’s release date). Allegedly he was born somewhere near Calcasieu River in Louisiana but he doesn’t know for sure.

He’s creole with his former surname being Dubec. While he tried to dig deeper Lewis has found very vague leads so while alive he just quit because to him his adoptive family is more important to him.

He not only is a skilled and self-taught vocalist and violinist but also knows plenty about other instruments.

When alive he barely if ever cursed at all unless for stressful situations. But as a ghost he loses that filter entirely and can’t go one moment without saying some variation of ‘fuck’.

Also as a ghost Lewis is alot more sardonic and quick tempered compared to when he was alive.

His deadbeats are paradoxically both an extension of Lewis’ subconscious and their own entities who form a symbiotic relationship with him as their ‘boss’ of sorts.

Arthur

His birthday is April 16th (Freaking Out MV’s release date) in Tempo. He barely knew his mom aside from her name ; Gwendolyn. And has a very astranged relationship with his father Pen.

Arthur’s full name is Arthur Pendragon Kingsmen XIII. He wholeheartedly believes that alone makes him prone to bad luck.

While he isn’t aware of it, Arthur has some level of clairvoyance. He didn’t like investigations because he was skeptical of any paranormal activity. He thought there was going to be a time when something really bad would happen.

Arthur has known Lewis a bit longer than he’s known Vivi. He’s known him since kindergarten while the two of them met Vivi early in middle school. When they started dating he didn’t know how to feel about it since he wanted to confess to him about how he felt but didn't work up the nerve to say it.

He has night terrors of that incident with the cave. Sometimes they end with a feral Mystery looming over him while others is an obscure silhouette of Reverb taunting him.

Vivi

She was born on October 13th (on a Friday no less and Hellbent’s Release Date) in Odessa to a stern and perfectionist anesthesiologist Dr. Aoi Yukino and yoga instructor Mimi Thomson Yukino. They moved to Tempo for work related reasons.

Vivi‘s been one of the best batters in Tempo High School’s softball team.

Her apartment has a room fashioned as a personal archive which consists of boxes of photographs, tape recordings and artifacts from prior investigations.

She runs a supernatural blog that used to be called ‘The Yukino Yuurei Archives’ before forming and rebranding the Mystery Skulls after getting Lewis and Arthur on board.

The reason she isn't as scared by paranormal activity is because it’s a special interest to her. One of her most prized possessions she has is a book on yokai given to her by Grandma Yukino as a birthday gift.

Mystery

He’s a kit between two kitsunes from rival clans ; Hikari and Kage. Both of them didn’t accept him into their fold. As a result, he mostly wandered and did as he pleased.

After his fight against Mushi and Shiromori’s sudden betrayal he formed a contract with the Yukino clan. For what reason I’m going to go into my fanon section in Part 3.

While Vivi’s memories where altered by Lewis's inexperienced and unconscious use of magic after his spectral spark was ignited, Arthur’s were mostly suppressed by Mystery who had more experience.

Mystery did have a humanoid form but has been out of practice with his invite shapeshifting abilities since his tails were cut.

He can telepathically talk but simply choses not to so he wouldn’t blow his cover.

While his spectral spark does not have a particular elemental affinity it’s very potent to the point it can have the potential to create new life (I.e. Shiromori.) What that is something I’ll cover in my fanon next post.

#mystery skulls animated #msa lewis #msa arthur #msa vivi #msa mystery #headcanon #fanon

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luminous-letters · 2 years

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i thought that i followed you but aparently not (i do now)

I hope it's ok i request again, if youre busy feel free to ignore but maaan that Sebek where he doesnt realize he has a crush was soo good (and i finally know how to describe a fic like that), therefore is it posible the same trope but with Riddle? If so thanks

note: omg tysm for the follow 😳 and i hope you enjoy!

He does not have a crush on you.

Rule-breaker, disobedient, a rebel and sharp-tongued— Riddle has called you more names than that in his head. But he dare not speak any of them aloud, for it would be unbecoming of him and would go against his promise to turn a new leaf.

And promises, like rules, are sacred and shan't be broken. It is a philosophy he lives by.

But being lenient doesn't mean he would simply turn a blind eye to your mistakes and violations, that would go against everything that he's been taught. A casual remark, nothing too hurtful like before The Incident.

For example, he'd call you out on your improper posture or tell you off when you slouch. It would hurt your back if you continue to do so.

He would give you pointers on upcoming exams or activities, but not without a blunt remark. This topic is elementary, kindergarten-level even, it's appalling that you don't have the slightest grasp on the subject.

Or one time he caught you taking a bite out of Ace's cookie dough from the fridge, out of spite if he may add. Aren't you worried about catching unwanted microbes? Salmonella?

Though, looking past your hard-headedness and reluctance to abide by Heartslabyul's laws, you had a few good points.

You were quick to think like Ace, and silver-tongued like him as well. The only difference? You didn't let your talents go to waste, you didn't sit idly by but you improved and built upon it.

You'd often be seen scouring through Heartslabyul's generous assortment of encyclopedias and potionology books.

He admires someone who hones their skills, someone who rests not on their laurels and continue to improve. Such a person is worthy of his respect.

He would continuously deny any teasing or even subtle hints from his peers, namely Azul and Ace, especially Ace.

Again, he doesn't have a crush on you.

"Ah, Riddle, you seem to be in good spirits today," Azul remarked, glancing at the little folded note that was tucked between Riddle's notes.

"It seems that I now know why," he chuckled, "The Prefect seems to know how to pacif— ehem, to keep your temper at bay," the Octavinelle housewarden suppressed a laugh.

"I don't recall asking for your input Azul. If I were you, I'd be preparing for flight lessons right now instead of prying into personal affairs. Good luck, with your flight skills, a practice flight or two is necessary."

Azul looked offended, "How thoughtful of you."

And how could he forget Ace's teasing?

"Housewarden, you're smart and at the top of every class and all, but it looks like romance isn't your thing!" Ace said, slouching on one of the lounge sofas.

"I beg your pardon?"

"You can't hide how you look at the Prefect, especially not from me," Ace laughed, "You could say I'm an expert at sniffing out some pining peeps."

"Say, Deuce-y and I are one of the best wingmen here in campus! Ain't that right Deuce?" Ace called, "What? Oh, uh, yeah?" the freshman replied, looking puzzled. "Ace we didn't get Jack on a date, we made it worse—" "Shush!"

"We get you on a date with them, and in exchange—"

"No thank you," Riddle firmly said. "I'm confident with my skills already. I don't need any help, thank you very much."

"Worth a shot," Ace whispered.

"That reminds me, shouldn't you be preparing the garden for a croquet match by now?"

"Um....well, you see..."

"Go, NOW!"

"Yes, housewarden!"

He glanced at your most recent letter, smiling a bit. Then he caught himself.

He has a crush on you.

#twst #twisted wonderland #disney twisted wonderland #gn!mc #gender neutral reader #twst oneshot #twst drabble #twst fluff #fluff #riddle rosehearts #riddle rosehearts x reader #twst imagines #twst scenarios #azul ashengrotto #ace trappola #deuce spade

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ysabelmystic · 8 months

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Top 5 worst times you got into trouble as a kid.

Ohhhh man this is gonna be a hard one to answer because undiagnosed ADHD and Autism does not mix well with authoritarian bullshit. Plus, the stuff I got away with is generally worse, a lot funnier, and more extensive. But here's 5 things I can think of off the top of my head.

I caused several thousand dollars worth of damage because 2-year-old me decided that our rented house's white carpet needed an introduction to my mom's red nail polish- color theory hospital style. Thankfully, our landlord was my mom's best friend, and after several cleaning attempts, she decided to eat the cost. I only know about this because both of them bring it up at least twice a year.

From ages 6-9, my parents forced me to do this stupid church soccer club thing because my dad was obsessed with soccer and my brother was practically a soccer prodigy. I didn't care for it one bit. We always had to rush dinner to make it to soccer practice on time, so in my head, I figured that if we couldn't eat dinner, we couldn't make it to soccer practice. We were having spaghetti that night, and you can't have spaghetti without sauce, so after a lot of unsuccessful crying, begging, and pleading, I took the whole pot of spaghetti sauce and dumped it on the floor. I avoided soccer practice, but I also got ultra-grounded for a month. All I had in my room was a mattress. Everything else was taken away. And that's when I discovered the power of dissociative daydreaming, and I can now mentally check out of any situation at, and against, my will! (My mother has since apologized, but also I am the reason I will never have biological children lmao).

Here's a funny one. On their anniversary weekend, my parents left my brother and I with my grandparents on my dad's side. This had its pros and cons. On the one hand, they had a pool, and never supervised what we watched on TV. On the other hand, that set of grandparents wouldn't let us skip church, and they went to a different church. It didn't even have a Sunday School. I was about 9 or 10, so I was deemed old enough to pack my own suitcase. I purposefully brought along my most raggedy yard clothes, thinking that would get me out of going. Come Sunday morning, I learned that unfortunately, cargo shorts and an old t-shirt did not grant me an exemption, so I had to come up with something else. After getting my brother and I fed and dressed, my grandparents went off to attend to themselves, leaving the both of us unsupervised. Their mistake. My brother and I went out into the backyard to play catch while we waited. It was then that I had an idea. My brother was about 7, still young enough that he would do just about anything I asked him, so it took him about 5 seconds to convince him that it would be both hilarious and fun if he jumped in the pool, fully dressed in his good church clothes. My grandparents were fucking piiiiissssssssed. My brother didn't have any spare clothes so my grandma had to throw everything in the dryer while I got the "wait until your parents come home" speech and a TV ban for the rest of the day. However, when my parents found out, my dad thought it was so funny that I pretty much got away with it. Oh, and we still had to go to church. We made it to the last 30 minutes of service.

My mom's contribution: I was taught about Jackon Pollock in kindergarten and inflicted my newfound splatterpaint skills upon our white cabinets, the kitchen walls, and the hallway. There's a theme with my crimes. My artistic expression could not be stopped.

I earned my first formal exorcism because I had the audacity to ask what happened to the fish during The Flood. "They didn't need to be in the boat" Well Sharon what about water salinity? How did the fish not die from the change in water chemistry? Did Noah have wooden fish tanks? Did someone have to go to every country to get the fish and a sample of their native waters? Anyways, because I was like...8, this was a sign that I had Demons, and this required them to drag me into the hallway and spend the next 30 minutes dousing me in anointing oil and demanding that Satan leave my body. Yeet!

#ask #religious trauma

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melis-writes · 2 years

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a prompt where the twins finish one of their school years, Niccolo gets a good grade and is proud of it. Verona otherwise doesn't have such a good grade, maybe she has difficulty understanding the subject because she finds it difficult and gets sad and a little afraid to show her parents, but they are understanding and try to help,teach her patiently and not let her go of punishment.

Aww, a wholesome prompt with the twins!! 😍😍 Considering their age, let’s say they just finished first grade and have got their report cards to show their parents! CUTE!! 🥰💗

What would be considered “preschool” or “kindergarten” for the twins was private tutoring and teaching with a governess at the compound until the twins were six years old and ready to attend a private school in Stateline—just a mere distance from the family compound but at a trusted, state of the art school where Niccolo and Verona would start first grade studies.

For the sake of the Corleone children being taught by the best in a trusting environment where nobody besides the school administration, you and Michael know where the twins are and what they’re studying, it was out of the question for you and Michael to send the children anywhere else as was it the same for Connie’s two boys, and Sandra and Sonny’s children too.

Since the twins could walk and talk, they had always been curious little babies growing up, trying to do anything and intrigued by everything. You and Michael knew you both wouldn’t truly know your children’s talents, skills, strengths and weaknesses until they got a little older and began attending school.

The children were tutored after school for an additional two hours three times a week spread out among school days so the need to come for homework help was practically non-existent and when it came up, it was just a few remaining questions left on a worksheet.

Today however was the day you and Michael had been expecting since the twins began their first day of school almost a year ago—report cards, official grades and first grade transcripts released.

Just like Niccolo did, Verona also opened up her report card the moment she had it in her hands and although she was a little nervous and intrigued to see her grades over the year through every subject, nothing could have prepared her for the onset of disappointment once Verona saw her mathematics grade.

All Verona needed to do was see her very low score and that prompted her to put her report card away and pretend like nothing happened while she glumly looked over at her twin brother next to his friends and cousins, comparing grades quietly and winning mini bets over who had the highest score in what.

Despite being seven years old, Niccolo was already developing a taste for healthy competition just like his father had, but Verona felt far too embarrassed to want to share her report card with anyone at all even though she knew you and Michael would have to see it.

The percentage of Verona’s mathematics grade was 52% whereas Niccolo was boasting a solid 97%. Niccolo genuinely had high grades ranging from the mid eighties to nineties, and Verona had no other grade lower than 85% on her report card except for her mathematics grade. Verona’s 100% score in both her science and art class however was something else entirely.

Before you or Michael could realize Verona’s sad disposition, both of you were plesasantly surprised to see Niccolo racing over to hug the two of you while waving his report card in the air excitedly.

“I did it, mama! Daddy! I diiiid! I got the highest math score in the whole class!” Niccolo beamed happily.

“Is that so?” A faint smile formed over Michael’s lips as he rubbed Niccolo’s shoulders. “I told Santino that Niccolo would win his ridiculous bet, didn’t I?”

“Yes,” you let out a soft laugh. “With the insistency going on between the both of you alone, I couldn’t forget that bet existed to begin with.” You peek down at Niccolo as Verona paces around the living room, humming to herself with her hands behind her back to appear distracted and waiting for her to turn to show her grades to you and Michael.

“I’m so proud of you, sweetie.” You smooch both of Niccolo’s cheeks, taking the report card from him. “And he’s got…a 97%! Wow! That’s amazing.”

“That’s my boy.” Michael gives Niccolo’s shoulder a reassuring rub. “Maybe save the bets for another subject unless you want to keep embarrassing your cousins year after year.”

“I agree,” you chuckle, glancing up at Verona who makes curious eye contact with you. “Verona, come here, sweetheart! It’s not just a one person party!”

From Verona’s silence and the lack of an otherwise cheery, common smile on her face, you and Michael can already sense something’s up and it’s not anything Verona wants to share with anyone else, including her twin brother.

“Why don’t you go show your Uncle Sonny? I think he won’t believe it until he sees it.” Michael gives Niccolo’s report card a quick skim to see the numbers before handing it back to Niccolo, knowing he’ll have a chance to properly read the teacher’s feedback and fine details on the report.

“Okay! Surprise for Uncle Sonny!” Niccolo calls out before he’s speeding off to the other end of the compound where he can hear his cousins and Sandra’s voice coming from.

“Very, very excited.” You smile, watching Niccolo rush off.

“He deserves it.” Michael comments before looking down at his pouting daughter before him.

“Umm…” Verona hesitantly points to her report card, keeping the side where the grades are facing her.

“Ignore him.” You gesture off towards Niccolo, shaking your head. “Just a silly little bet he had with his Uncle Sonny and cousins. I know whatever grades you have are going to ‘wow’ your daddy and I just as much.”

“No.” Verona frowns, appearing even more hesitant towards you praise. “No, mama, I…” She shakes her head, “I didn’t get really good ones for math. I don’t know…”

“No?” Michael crouches down to Verona’s height with you. “You’re not worried about the bet Niccolo had, right, sweetheart?”

“Nuh uh.” Verona shakes her head. “But it’s hard, daddy. Really hard. See?” Verona holds out her report card with the grades and numbers now facing you and Michael as she turns her head away—refusing to see the disappointment on your faces.

Despite the fact Verona’s report card reads 100% for her science and art class whereas Niccolo doesn’t have a single 100% on his report card, you and Michael exchange glances after seeing the low math grade and instantly know the competitive bet had some effect on Verona regardless.

“Sorry, mama—daddy.” Verona pouts, looking back at you and Michael with tears stinging her eyes. “I’m not very good. Not like Niccolo.”

“And who said you had to be like Niccolo?” Michael lowers the report card, focusing only on Verona. “You’re you.”

“It’s nothing to be ashamed of, honey.” You take Verona’s hand in yours, giving her a reassuring smile. “Not at all. Honestly, I would surprise myself if I could get a higher mathematics score than you. It’s hard, it really is.”

Verona giggles throughout her tears, nodding at the two of you as she sniffles. “It’s hard, mama. I don’t like math very much, but I tried, and I did all my homework.”

“And you did nothing wrong.” Michael clarifies, putting his arm around Verona. “Except you put everyone else to shame with that science and art grade. How many can say they’re as smart as you, Verona?”

“Not with math, daddy.” Verona smiles shyly.

“And one grade doesn’t define you or ruin your other grades.” You tell Verona with a smile. “Math is a very hard subject, I’m proud of you anyway. You did all of your homework and did all you could. Nobody can be ‘the best’, not even your brother.”

“I was…I…” Verona hiccups throughout her tears, rubbing her eye with one hand. “Can you help me with my homework, p-please?”

“Of course, of course.” You nod back insistently at her.

“Always, sweetheart.” Michael murmurs, kissing her cheek. “It doesn’t have to be your math homework either. Did you let your tutor know about your math worksheets?”

Verona nods back.

“Alright then.” Michael glances over at you. “Your mother and I will help you as much as you need. We can go over any and every question you want, alright?”

“Okay.” Verona looks up at both of you shyly. “Even now…?”

“Even now.” You extend out your arms welcomingly. “Do you have your books and worksheets with you, honey? The sooner we go over them, the sooner we can celebrate those 100s on your report card, hmm? Or did you forget about those?!” You begin to tickle Verona.

“Okay, okay!” Verona squeals, bursting out in laughter and hugging Michael to protect herself from being ticked.

“I think you forgot about those, Miss Corleone!” You grin playfully, continuing to tickle Verona.

Michael chuckles, noticing how hard Verona’s hugging him.

Needing the support, love and understanding of her parents, Michael and you both know grades for math will pass and go on and on as the twins are in school and it wouldn’t matter anyway to either you or Michael if math never ended up being Verona’s strong suit.

The only thing that does matter is that Verona never has to worry about becoming a “disappointment” or being compared with Niccolo, Vincent and James now or in the future nor is there any expectation of punishment either.

Perhaps Verona’s too young to realize it, but sooner or later it’ll make all the more sense to her and during her upbringing that things like school grades or silly bets don’t define her and never will.

Verona Corleone is a Corleone daughter after all and that alone is no small feat.

#godfather au #moth to flame fic #moth to flame fanfic #prompts #godfather x reader #moth to flame au #canon

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amatthews1425 · 7 months

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Readerly Exploration #2

Silverman & Crandell (2011), “Vocabulary Practices in Prekindergarten and Kindergarten Classrooms” (Canvas)

Due: 11/13/23

Title: “Vocabulary Practices in Prekindergarten and Kindergarten Classrooms”

Takeaway: The earlier that vocabulary is started and introduced the better reading achievement in the future will be, so it is important to encourage vocabulary development in young children during interactions with them.

Nugget: I love how this article expresses how important read-aloud time can be for vocabulary instruction; since we have focused so much on the importance of repetition and application into real-life situations.

Williams, et. al. (2009), “Word Study Instruction in the K-2 Classroom” (Canvas)

Due: 11/13/23

Title: “Word Study Instruction in the K-2 Classroom”

Takeaway: Spelling instruction should be taught in multiple ways such as through the alphabetic layer, not only through memorization.

Nugget: I love that the research suggests that we (teachers) look at more than just one assessment tool for the students word knowledge/skills and about how important that it is to teach a subject for students to retain it, not just so that they learn it because it is in the curriculum.

Activity Description:

The activity that I did for this exploration was to provide an interpretation of the assigned reading through the lens of another course you’ve taken. The course that I am taking right now, Infants, Toddlers, and Families had a lot of connecting ideas to these articles. First, I read through both articles and while I was reading I was thinking about other things that I have talked about in my infants, toddlers, and families class this semester about the importance of real-life situations and exposure to young children. When I was thinking about this task after reading the articles I knew that there was nothing else that would better fit them as an activity. Then I took the time to think through what specifically I thought was beneficial from that class to this article's main points. Engaging with this activity helped me better comprehend what I read and deepened my mastery of the course content because I already had that background knowledge from studying the positive effects of children learning in applicable, transferable and real-life scenarios/situations. The thing that added onto that knowledge was thinking through it from the perspective of any child who can benefit from instruction like this, instead of simply through the lens of early interventions for children ages 0-3 with disabilities. I love that all of my classes build off of one another, so seeing it through these articles was also really encouraging to me of the importance of things like this.

Multimedia

#sfischer819

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rbaksa · 8 months

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Readerly Response #2

Due date of assigned readings: Monday, September 18

Title of assigned course reading: “Enriching and Assessing Young Children’s Multimodal Storytelling”

Big takeaway: Students in a K-1 class successfully told multimodal stories with the help of teachers who facilitated story-telling workshops and peer reviews, demonstrating how teachers should avoid assessing children solely on their written story-telling ability.

Nugget: I enjoyed reading about the story-writing process students engaged in. The mini-lessons taught essential story-telling skills that traditional literacy lessons do, such as character development and setting. However, I was impressed with the amount of freedom and hands-on experience the children who received multimodal story instruction had. They could access many materials and make their stories as creative as they wanted, with fun characters and surprise endings! Not only did this unit teach children how to tell stories, but it also taught the process of doing so. For example, children practiced peer review when classmates shared stories. I would never have considered introducing the peer review process as early as kindergarten and first grade, but the students did a good job with it from what I have read in the article. For example, the peer's comment about changing voices for each character is a helpful suggestion based on a previous lesson. I learned that children are more capable of expressing their creativity than I had thought, as evident through their scripts, performances, suggestions, or the school’s museum night.

Title of assigned course reading: “Why Children Need Play”

Big takeaway: When children partake in dramatic play that enables them to formulate engaging themes, delegate roles, and use symbolic props, they practice skills conducive to learning and school readiness.

Nugget: I did not realize there was a difference between unproductive and productive dramatic play. I learned that quality dramatic play happens when children play together, formulate rules, assume different roles, and use props as symbols for other objects. When I become a teacher, I should facilitate this high-quality dramatic play. Instead of having students play with iPads during free time, I should provide open-ended toys and materials so they can make their own games or props to play with.

Title of assigned course reading: “Building Language and Literacy Through Play”

Big takeaway: Dramatic play is essential for child development, as it enables children to practice the language they have learned, social-emotional skills such as empathy, and the ability to problem solve.

Nugget: I learned that roughhouse play can benefit the frontal lobe’s development. I have always negatively perceived roughhousing as being “inappropriate” play. I had not realized that, when responsibly supervised, it can help foster self-regulation skills. To support these self-regulation skills, I think it is important for parents to talk with their children about expectations for this play so children can practice explaining when roughhousing is acceptable and when it is not.

Readerly Exploration Task: For this week’s task, I formulated three questions and researched one of them. First, I read all three readings and wrote the big takeaways and nuggets. Then, I reread them and formulated my questions, which I documented in the multimedia portion. Since incorporating play in the literacy classroom is not something I had thought about before, coming up with questions was not a challenge since there is still a lot I would like to explore. After reading the article “Kindergarten Scores, Storytelling, Executive Function, and Motivation Improved through Literacy-Rich Guided Play,” I unexpectedly realized I was limiting my perception of play used in instruction to games teachers create to make learning fun (Cavanaugh et al., 2017). Cavanaugh’s article made me realize that student-driven play can teach core concepts in addition to social skills, even though I had previously wanted to limit this play to recess. This article describes how students partook in a teacher-driven letter sorting activity where students sorted items into the corresponding letter bin (for example, a valentine into the “v” bin). The control group only completed this activity, while the experimental group had the opportunity to create an additional letter-sorting game. I was surprised by how creative the students’ games were. Some students designed a shopping game where they pretended to purchase toys to sort into the correct bin. Other students created a story using all their objects. Before reading this article, I assumed that to be effective for learning literacy content, the teacher needed to have a more active role in children’s play, like how the teachers in the “Enriching and Assessing Young Children’s Multimodal Storytelling” article provided instruction and templates for students to use to create their stories. However, the article I found reported that students in the experimental group outperformed control group students on the Dynamic Indicators of Basic Early Literacy Skills assessment. Researchers determined the effect size of incorporating student-driven literacy play to be .57, demonstrating moderate effectiveness (Cavanaugh et al., 2017). I learned that students should have the opportunity to engage in self-driven play during core subjects such as literacy, with the teacher serving only as a guide. Students only had fifteen minutes to create and engage in their invented games, but it still impacted their literacy development, and this finding surprised me. I realized that children learn more core content from their play than I had thought, as the article reported that most students enjoyed creative freedom and used it responsibly without getting off task. In other words, I can trust students to engage in self-driven productive play, so I should not limit this to just recess.

Multimodal Documentation: These are the three questions I came up with: 1) Have other classrooms adopted a similar multimodal approach to literacy explained in the “Enriching and Assessing Young Children’s Multimodal Storytelling” reading? 2) How have elementary teachers incorporated play in literacy instruction when it is not already a part of the curriculum? 3) How can teachers respond to misconceptions about incorporating play into the classroom as a legitimate form of learning?

I chose question number two to research. When conducting preliminary research, I read the article cited below.

Cavanaugh, D. M., Clemence, K. J., Teale, M. M., Rule, A. C., & Montgomery, S. E. (2017). Kindergarten Scores, Storytelling, Executive Function, and Motivation Improved through Literacy-Rich Guided Play. Early Childhood Education Journal, 45(6), 831–843. https://doi.org/10.1007/s10643-016-0832-8

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writersarea · 10 months

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Today I realized: I’m a lawyer that was never taught how to write properly

a note: i do know how to write. however, my handwriting has always been NOTABLY atrocious. i’ll get more into this later

so i’m left handed (mostly, I can write with my right hand if you give me a minute) and my teachers struggled to teach me how to write when I was a child. i do in fact mean like really solidly struggled. they spent four years trying to teach me how to hold a pencil properly in a way that would make my handwriting even marginally better

and i mean i went through every pencil grip people could come up with. for this reason, i still hold a pen weird at the age of twenty-seven (i’m not fucking changing it now, thanks). between kindergarten all the way through fourth grade, i distinctly remember teachers trying to teach me how to write better with extra lessons and new techniques and anything they could come up with

and then they just... stopped around fourth grade

that’s not to say my handwriting was magically legible. it wasn’t

and when i say it wasn’t legible, my bio I and II teacher in high school who i had for tenth and twelfth grade straight up admitted to me that she graded my work based on being able to pick out a few keywords and filling in the blanks from there. she wasn’t willing to pick out the whole thing when my standardized test scores were well above where i needed to be, so she just looked for key words

i have a feel other teachers did this too, but she was the one that told me

and, the thing is, my handwriting got a little better with practice cause i handwrite my notes, but not a ton. so my handwriting in college was legible semi consistently

but to this day, my middle school best friend still can’t read my handwriting

and i’m realizing now that i’ve started to accept that i have autism, part of it may be that i lack the fine motor skills to write properly, and since i’ve never been diagnosed or recommended for diagnosis, my teachers didn’t realize that was something that they needed to focus extra on

a year ago this month, i took the bar

nine ish months, i was sworn into my state bar as a lawyer

so. i’m a lawyer that was never really taught to write

#autism #realization #wtf #writing #y'all get to deal with me processing my emotions #and history #because what the fuck #they just gave up teaching me how to write legibly #(not even well)#before i was 11

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