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poproccks · 5 months

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John Dory Headcannons!

★ Glove is a compression glove for an old injury; a major burn scar that lines his fingers, palm, and paw pads on his left hand. (Inspired by @teaOwOstache’s comic – I am currently writing a one-shot for them based on their amazing comic.)

★ Has about an inch of white hair from the sheer power of Crimp’s vacuum. I, personally, believe that the vacuum’s power accelerated the talent-leaching tremendously and caused physical effects to show sooner. (Also shown on Bruce and Clay)

★ Various scars from his years of camping, foraging, cooking, hunting, and other things related to the nomad life.

★ He is the third tallest of his brothers, being almost the same height as Bruce. Second shortest of Brozone.

★ He was left-handed before the burn incident – and had to reteach himself how to write with his right hand instead since his left hand shakes too badly to write properly now. His handwriting, while improved, still isn't as good as it used to be.

★ Has nightmares occasionally like Branch. I like to imagine they bond slightly over that fact once they do get closer – obviously, it's still nothing like Branch’s and Floyd's relationship.

★ Building off the last point, JD tries not to feel too bitter about the close relationship they have. He realizes that the fractured relationships he has with all of his brothers are his own doing. He’s doing his best to get to know them all now and learn about their interests and hobbies. JD still walks on eggshells around them all about 60% of the time after a few more major blow ups between them. He is John Dory, however, so he still crosses lines many times by accident.

★ Thickest and fluffiest tail of Brozone (more of a general HC but, tail hair/fur can move like Troll head hair/fur.)

★ Very active, and regularly takes walks, runs, etc around Pop Village to keep up his fitness.

★ Found Rhonda when he was in his early 20’s and she was a much smaller bug bus. (Inspired by @ohposhers) She grew rather quickly after that and they became inseparable. John Dory handles all of her repairs and anything to do with her healthcare. He becomes very anxious when he has to pass that responsibility to anyone else. Branch took care of an ailing Rhonda once because he was the only one in the village with the needed materials and ingredients for the medicine. (“Who's crazy now? Me. Crazy prepared,) The dull-toned troll basically had to beat John off with a stick to get him to listen/let him help the poor bus, basically like a Helicopter parent. I genuinely believe without her, John Dory would absolutely crumble. Troll dust.

★ Stay’s in Branch’s bunker the most of the four others, besides Floyd who decided to move to Pop Village. When he’s feeling especially bad or wants to be alone, he will still retreat into Rhonda. She is basically an oversized security blanket.

★ Smells like either dust, fresh dirt, or rain. Definitely smells like something naturey. Branch smells like things similar, but it’s noticeably different.

★ Usually ALWAYS has something stuck in his hair or tail, no matter how small. Dust bunnies from exploring or helping clean, leaves, branches (ha), and other miscellaneous things.

★ Usually has the following in his hair pocket dimension; 2-3 bandaids, an extra glove, chapstick that he always loses, granola bars, and a small thing of water; just in case. Oh, and treats for Rhonda.

★ Carries an old family photo of his brothers and Grandma Rosiepuff from right after Branch hatched. His parents were also in it, but have long been torn out.

★ His goggles, past and present, were from his father (Also inspired by @teaOwOstache) and so he takes begrudgingly good and meticulous care of them.

★ Definitely a victim of parentification/older sibling syndrome. (I’m not projecting, you are.)

★ The order of brothers he bonds or reconnects with the easiest to hardest; Floyd, Bruce, Clay, Branch.

★ Suffers from aches and pains when it's cold or rainy out. He refuses to admit it is because of age.

★ Self soothes by pulling at his jacket, running his fingers along the zipper teeth, or adjusting his goggles when anxious.

★ If he doesn’t want to make eye contact or is crying or about to, he’ll pull his goggles on. It’s easier to hide than to explain. He gets better about talking about it but emotions are always a sore subject and difficult for him.

★ Like most Trolls, John Dory can hiss, growl, and purr.

★ Dark blue paw pads, with blunt nails with chipped polish.

★ When he went back to the troll tree pod, after mourning what could have been, he collected mementos of his brothers and his grandma; Branch’s old baby blanket, Floyd’s old plushie, Bruce’s old hoodie, One of Clay’s old books and a blacket Rosiepuff knitted long ago. They’re hidden in a box on Rhonda.

#go follow teaowostache they inspire me sm #and ohposhers #this list is not exhaustive #I will add more #the old one | 🥽#trolls john dory #dreamworks trolls #trolls band together #john dory trolls #trolls 3 #trolls

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theoreticslut · 3 years

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"I fell in love with my tutor...” // g.w.

george weasley x reader

requested: for @teawiththeweasleys ‘s bday writing challenge!

word count: 3.2k

warnings: none, fluff

A/N: Ahhh, its taken so long to get this out ellie & I am so sorry! I really hope you like this though 💗 I absolutely loved taking part in this!! ALSO two fics in one week?! Who is she?! But no, seriously, I can’t remember the last time I had two fics out in one week. I’m impressed with myself. Love yous Xx

general taglist - @accioalix @captaincactusjuice @inglourious-imagines @keepawaythenargles @lemongrasshoney @onyourgoddamleft @valiantobservationkitty @concepcion @eternallyvenus @fandomwhoress @fleurho @fredweasleyzwh0re @harleigh110 @hufflepuffflowers @hufflrpuffforfred @i-miei-amori @littlemisswitt @sammy-the-gay @sightiff@starstruckgranger @teenwolfbitches2 @watermelonsugar2810 @harrypotterwifey @ioverslane99 @your-hispanichufflepuff @yikeyikesyikes95 @darthwheezely @callmelilone @softlyqoos @justmesadgirl @xuckduck @filipi-yes @aestheticwh0r3 @siredkai @matsuno-nadeshiko @msmarklee1213 @immajustreadwritereblog @msmimimerton @perfectlysane24 @mischievous-queen @bunnyboo7 @grandeoptimist @daddystevee @slytherinxhunter @streetfighterrichie @just-here-to-escape-from-reality @isthereanymorejello @karushinekomiya @p0gue420 @hogwartslut @sebby-staan @fredshmeasley

george weasley taglist - @georgeweasleysbabe @stilinskibiles @harrysboo28

please fill out the new form here!

“Ms y/l/n” you hear someone call as you walk through the hallway, your last class of the day having just let out.

You look up to see Professor McGonagall standing just outside her classroom, watching you, motioning you over when you notice her.

“How are you, Professor?” You greet, standing in front of the woman.

“Very well. Ms y/l/n, how do you feel about tutoring another student?”

“Oh, uhm, I-I’ve never thought about it in all honesty. I guess it wouldn’t be too bad.”

“Do you already have someone in mind?” You ask.

She chuckles lightly, nodding as she invites you into the classroom.

You smile and follow the older witch into the room, settling down into one of the front desks as she takes a seat at hers.

“I’m sure you know of the Weasley boys? I can’t imagine that you wouldn’t given how disruptive they are in class at times.”

“Yes, of course I know them, Professor.”

Like the witch said, it’s hard not to know who they are with their disruptive tendencies not just in class, but around the castle as well. Whether you see them or not, you know that any mention of pranks around the castle is due to them.

Besides that, you’re in the same year as them.

You aren’t friends by any means, though. Honestly, you’d be surprised if they even knew who you were. You, however, surely knew who they were.

“I figured you would. Well, George seems to be having some trouble with our last few transfigurations and the material we’ve covered with them. I was hoping that you’d be willing to tutor him and help him to understand the lessons?”

“Oh, uh, sure.” You agree.

“Perfect. I’ve already talked to Mr. Weasley and I’ve let him know that I am only concerned with what I’ve mentioned to you, but if he had other questions regarding the subject that he is more than welcome to ask you.”

You nod, not having a problem with that. You, for the most part, understood the entirety of your transfiguration lessons and frequently received high marks so it’s not like he couldn’t ask you any question regarding the subject.

“When I had talked to him, I informed him that I would ask you about tutoring. Therefore, he should be aware that you are advised to set up a time and a place with him. Of course my classroom is available to you should you like to use it.”

“Of course, Professor. Thank you. Do you have any specific requirements that you’d like met aside from just helping him to understand the material? How long would you like him to be tutored? How often?”

You watch her smile at you, impressed with how responsible you are regarding the task. Of course she’s known that you are a bright witch, but over the years she’s watched you become a respected student, and person, both among your peers and the other professors.

“I appreciate your asking, ms y/l/n. I must say that I don’t have any specifics regarding how long or how often you will be tutoring him. Ideally, you’d meet at least once a week but I understand having personal commitments. As for how long, I believe that will be decided as you move forward. I trust you to be able to tell if he understands the material.”

“Of course, Professor. Thank you.”

~.~

You sigh, fidgeting with your hair as you wait for George to show up. It’s been a few days since McGonagall first asked you to tutor him, but it had taken you a day or so to gather up the courage to approach him to figure out a day and time. You could hardly ever find him alone. If you managed to, it only lasted a few seconds before he was joined by Fred or their friend Lee.

Eventually you had to just suck it up and approach him while he and Fred were joking around in the halls before lunch.

“George?”

The redheads look up at you, laughs falling from their faces, instead replaced by a kind smile on George and a smirk on Fred.

“Well, Well. What’s a beautiful girl like you want with George?” Fred teases, chuckling as you roll your eyes at him.

“McGonagall said she talked to you about tutoring?” You ask, turning your attention to the twin not laughing at the moment.

“Yeah. I’m guessing you agreed to it then?” He brightly smiles.

“You’d be correct.” You chuckle lightly. “Did you have a day that works better than others?”

You watch as he presses his lips together in thought, looking over to his brother as he shakes his head.

“Nope. I think any day works this week.”

“Okay. Uhm, how about Thursday then? We can meet in the library around 4?”

“Yeah. That sounds good.” He smiles, your heart doing a somersault.

You nod, giving him a small smile as you turn to leave, your heart racing in nerves at having just talked to him. You’re not sure why it was so nerve wracking talking to him, though. It’s not like you were asking him on a date.

“I’ll see you then!” He calls out, waving to you as you look back and nod, a small smile still on your face.

So here you were Thursday afternoon, sitting at one of the small wooden tables with your transfiguration book, notes, and an empty notebook open in front of you.

You hoped he hadn’t forgotten, but honestly you wouldn’t have been surprised. You did talk to him middle of the day monday. There’s plenty that had happened between then and now that could have caused him to forget.

“I’m going to cut you right bloody off!” You huff as you push some more strands of hair out of your face.

You would just pull it back, except that having it pulled back is also frustrating you today. It either feels too tight or too loose or it just somehow interferes with whatever you’re trying to do at the moment.

“I hope you’re not talking to me.” You hear someone chuckle.

Looking up you see George standing in front of the table, rubbing at the back of his neck.

“No, no. Just my hair.” You smile, chuckling awkwardly.

“It’s getting on my nerves today.”

He nods, smiling at you as you nod your head towards the open chair across from you.

“I hope you don’t cut it off. Not yet at least. It’s looks good like that.”

“Thank you.” You mumble, a shy smile playing on your lips. You look down at your books as a blush rises to your cheeks.

“I’m sorry I’m a bit late. I was going to try being here early, but I got caught up in something with Fred and lost track of the time.” He explains, smiling shyly as he chuckles a bit.

“It’s alright. I mean, you’re not that late. Only a few minutes.”

“So, where do you want to begin? McGonagall said that you’re having some trouble with the last few transfigurations we did?”

~.~

“You make this look so easy, y/l/n. I can tell you that it certainly is not.” George huffs, smiling as you chuckle a bit at his words.

“It’s not the easiest transfiguration, but it’s not that hard, George.”

“Says the brilliant transfiguration expert of our year.” He quips, watching with a smile as you roll you eyes and shake your head at him, a smile evident on your face.

“If you stopped whining and focused, I’m sure you’d get it.” You state, sitting back in your chair as he attempts the transfiguration again.

It’s been about three months now that you’ve been tutoring George and in that time you two have become pretty great friends. You guess it’s bound to happen when you’re spending at least an hour three days a week with each other. Often times a lot more than that.

On top of that, McGonagall decided it’d be best to move you and George next to each other in class so you could help him with the material as you’re learning it. She noticed how much he had improved on test retakes shortly after you started tutoring him and figured why not just keep him with you for all of it instead of you trying to reteach the material after he’s already confused on it.

From there it didn’t take long for talk of transfiguration to turn into talk about you and your interests and him and his family considering he can’t stay focused on class work quite as long as you can.

“I seriously don’t know what I’m doing wrong, y/n. I’m doing exactly what you showed me.” He sighs, his shoulders slumping slightly as a pout begins to form on his beautiful lips.

You frown slightly, knowing how discouraged he can get when he doesn’t get things right. That’s one of the many things you’ve realized about him just through watching and getting to know him. He’s briefly mentioned how he feels inferior to his siblings, and especially Fred, but you’ve noticed just how quick his thoughts switch to a mindset of defeat and self-pity when he gets discouraged.

“Hey, George.”

You wait as you watch him turn his attention to you, a frown evident on his face as he looks ready to give up.

“Take a breath. I can show you again, but you can’t get all up in your head. You’ll get it, I promise.” You smile, unaware of just how much your kindness and positivity encourage him.

He nods, a small smile gracing his features as you get up from your seat, joining him as he stands in front of a half-transfigured puffskein.

You quickly transfigure the small creature back to itself and comfort it before motioning for George to join you.

“It helps to establish a bit of trust between you and the creature you’re transfiguring.” You explain as the puffskein butts it’s head against your fingers.

“How do I do that?”

“Just let him get comfortable with you, pet him a little.”

George smiles, watching you coddle the small puffball, his heart melting at just the sight. He can only imagine how amazing you must be with young kids.

There was no possible way to prevent George from falling in love with you during these tutoring sessions, especially since he had already been well on his way before McGonagall even thought of having him tutored. The only thing to come out of this, aside from higher marks and a friendship, is even more dreams of a life with you...one of which happens to be you with kids, maybe possibly even his kids.

You carefully grab a hold of George’s hand, leading him to the puffskein currently curled up against your chest.

“He’ll never get used to you if you don’t pet him, George.”

He chuckles softly, albeit to cover how awkward he feels. Here you are, this beautiful and intelligent girl, taking time out of your day to help him with transfiguration and not once do you get irritated with him.

He honestly doesn’t think there’s anyone more gentle and understanding than you. If it weren’t for you and your patience and gentleness, he surely would be a lot worse off in the class than he is. It’s because of you that he’s exceeding expectations and dancing the edge of outstanding in the class.

“Alright, let’s try it again okay? Just focus on what you want the puffskein to turn in to, and then simply cast it.” You explain, demonstrating the wand movements, the puffskein transforming into a paperweight.

Changing it back, you turn to George to tell him it’s his turn to try.

You stand back, watching as he focuses and attempts the transfiguration, the puffskein still a puffskein and happily trotting along the top of the desk.

You frown a little as George sighs, starting to feel frustrated with himself as he tugs at his hair.

“Try not to be so tense. You can’t be rigid when spell-casting. You have to have some movement and flexibility to your movements.”

You can’t help but chuckle as George looks back at you with a look of pure confusion. Honestly, the way his brows furrowed and lips pursed has got to be the cutest thing you’ve ever seen.

“Here. Pretend you’re getting ready to cast the spell.”

He sighs, getting into position when he feels your hands on his shoulders, pressing down.

“Relax your shoulders.”

Next he feels you gently grab at his hips, carefully adjusting his stance. He can’t lie and say that your hands on him doesn’t take his breath away.

“George, you’re literally standing as stiff as a board. Relax your body some.”

“I don’t think I am. Are you sure you’re not just using this as an opportunity to feel me up?” He jokes, looking back at you with a smile.

“If I wanted to feel you up, it’d be far different to this.” You snort, catching the way his eyes widen slightly and he cocks his eyebrow, his hands dropping back to his sides.

“That so?”

“You’re supposed to be practicing this transfiguration.”

“But this is far more entertaining.”

You chuckle, shaking your head at the fiery-haired boy. You swear he had a response to everything.

“George, you’re stalling. I know you don’t think you can do this, but I promise you that you can. You just need to focus and let me help you.”

He huffs, pouting as he turns away from you, taking his stance once again.

“Okay, Professor y/l/n, tell me what to do.”

You sigh, shaking your head as you try to hide the smile playing on your lips.

“Relax your body.”

Slowly his shoulders fall from his ears and his entire body carefully becomes more fluid.

“There you go. Now when you cast it, let your wrist flow with the movements. You’re not trying to force your hand to move, you’re just letting it follow.”

“Like this?” He asks, demonstrating the movement.

“Close! Let me help.”

Standing slightly behind him, you wrap your hand around his, both of your hearts started to thump wildly in your chests.

Taking his hand, you repeat the motion he just made, but showing him how his wrist needs to follow not lead.

“Try it by yourself now.” You encourage, stepping back slightly as he begins to cast the transfiguration.

You can see him light up as it finally, fully works. Not only does a smile take up his face, but he legitimately inflates at the excitement. Instead of slouching in disappointment he’s now puffed out in pride.

“Did you see that?!” He asks, whipping around to face you.

“I did! I told you that’d you’d get it.” You smile, chuckling as he attacks you in a hug, lifting you from the ground like you’re a doll.

“George!”

“What? I’m thanking you! I swear to Merlin, you’ve got to be the best tutor ever.” He smiles, somehow squeezing you even tighter in his arms.

“George, I can’t breathe.” You chuckle, attempting to push yourself out of his grasp. Unfortunately for you, George Weasley is one hell of a strong man, there’s no wiggling free from his hold unless he lets up some.

“George-“

“Sorry, darling.” He awkwardly chuckles, letting you out of his death grip.

You sigh as he finally lets go of your waist, making sure to take a deep breath as you smile at him.

“I feel sorry for your mum if that’s how tight you’ve always hugged.” You chuckle, which causes a snort to fall from his lips.

“Darling, where do you think I picked up tight hugs? If anything, mum’s hugs are worse.”

“Merlin, I can only imagine.”

“You should meet her someday. I’d love her to meet the girl who’s getting me through Minnie’s class.” He smiles.

“Yeah? It’d be nice. From all you told me about her, she sounds amazing.” You say softly, a small smile gracing your features as you both sit down at the desk.

“She is. She’d love you, I’m sure.”

“Yeah? Why’s that?” You question, your curiosity getting the better of you.

“Well, for starters, you’re keeping me from failing.” He chuckles, loving the smile that adorns your face.

“Aside from that though, you’re smart, funny, kind, and so beautiful. You’re helpful and polite, and make me so happy. She’d love all of that.”

You blush lightly, a small smile on your lips as you take in all he said.

“You think I’m beautiful?”

“Merlin. You’re so stunning, y/n. Honestly it’s a wonder I am doing better in the class when I get so distracted by you all the time.” He chuckles, smiling dreamily at you.

“And I make you happy?”

“Godric, yes. You don’t even have to say anything to me, just seeing you makes my day a thousand times better.”

“You know, I feel the same about you. There’s a reason I spend the majority of my free-time with you.” You offer to him softly, the conversation turning more intimate by the second.

“There’s a reason I’m constantly asking for your free-time. I fell in love with my tutor long before she was my tutor.”

“I feel that I should confess just how excited I was when McGonagall said she wanted me to be tutored and then said she’d ask you about tutoring me. I swear I was bouncing in happiness. Seriously ask Fred.”

You can’t help but giggle as you imagine George bubbling over with happiness all because of you. The image makes your heart smile.

“I love you, y/n.”

“I love you, george.” You smile, melting in happiness as he interlocks your fingers on the table, playing with yours as a smile takes over his face.

“Thank you for helping me so much with all of this, and believing in me when I couldn’t. I’d much rather learn from you than anyone else.”

“George...” you smile, watching him for a second before you push yourself up from your chair and walk over to him.

“You’re amazing. You’re so brilliant, honestly. All you need is some encouragement from time to time, and I’m more than happy to give you that.” You smile, placing a soft kiss to his forehead.

“Mm, come here.” He whines as he feels you pull away after kissing his forehead.

You smile, a small giggle leaving your lips as he pulls you back to him, softly grabbing your face before planting a sweet kiss to your lips. Nothing rushed or sloppy, just a slow and sweet kiss that still somehow managed to convey all the love he holds for you.

“You think we could start using that as a reward when I do things right? I want to kiss you every chance I get.” He smiles as he pulls away.

You chuckle, but can’t help but nod, a smile lighting up both your faces as he pulls you in for yet another kiss. For never having tutored before, you have to say it’s worked out pretty great for both of you. You’ll have to thank McGonagall for this someday.

#harry potter #harry potter imagine #hp imagine #hp fluff #george weasley #george weasley x reader #george weasley fluff #study partners

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moonstruckbucky · 5 years

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Once Upon an Us (1/?)

Summary: When your childhood best friend asks you to be her Maid of Honor in her wedding, you’re thrilled. When she confesses that your ex is the best man, you’re suddenly not so sure about this.

Pairing: Bucky Barnes x fem!Reader

Warnings: A boatload of angst, some nasty words, Bucky and reader are both mean, fluff, and some good old smut

Notes: Oh man, another new story. I need to calm down a bit no? Gonna get nerdy up in here about whales because I can.

Series Masterlist

chapter one.

Some days you really missed city life. Sure, Port Angeles had a population of 20,000, so it wasn’t necessarily small, but it was nothing compared to the bustling life of Boston and its suburbs. Your job as a marine biologist had called you out here, where you could study the progress of Washington State’s Southern Resident orca population.

It had been hard to leave your family, but you made time to see them every year for more than just major holidays. Coming from a big family, it was important to keep in touch with all of them. You called your parents and siblings multiple times a week, your best friend almost every day, and your grandparents a few times a month. Cousins, aunts, and uncles also got phone calls, though not quite as often. It was hard work balancing a 6 AM to 7 PM job and still make time for phone calls, a social life, and keeping up with responsibilities at home.

Today, Port Angeles was quiet. Not much of a vacation spot, summers in Port Angeles tended to be laidback and relaxing. Tourists tended to flock to Seattle or the national parks, leaving Port Angeles tucked away in its own quiet corner of the state, though the city did have its own whale watching charter.

You were stranded today, confined to your office to finish up a dissertation on the behavioral patterns of the Southern Residents. Instead of typing away at your computer, though, you were staring out the window at the water just across the freeway. Growing up in Boston had given you access to the ocean early on. You spent many afternoons after school at Boston Harbor, watching the boats as they came in. At five, your parents took you on your first whale watch. It was there you fell head over heels in love with marine life.

It had been a tough decision to move out to the West Coast, but your parents understood. More than your siblings had. Being the second oldest of six, your younger siblings argued against your move while your older sister understood completely, knowing you needed to spread your wings and make your own life. It had been a very tearful goodbye, filled with promises to call multiple times a week which, so far, you had kept. Skyping with your siblings always tugged on your heartstrings, but every so often one or two of them at a time would fly out and stay with you for a week.

Snapping yourself out of your thoughts, you blew your hair out of your face and resumed your work, fingers tapping rapidly on the keys as your dissertation came to fruition. Beside you on the desk, your phone began buzzing. You glanced down at it, smiling when you saw the face of your childhood best friend.

“City morgue, you kill em, we chill em,” you answered, smiling wide.

“God, you need some new material,” Nat groaned on the other end.

“Hey, I happen to like my old school jokes, thank you very much. Congratulations on the engagement, by the way! I saw the post before I got a phone call, you bitch.”

“I’m not living that down,” she muttered and then sighed. “I really am sorry about that. I did mean to call you.”

“Nat, relax, I was joking. It’s okay, I get it.”

“Do you? I mean, that was pretty shitty of me and I was feeling so guilty because I didn’t tell you first but someone got a photo and posted it before I could say anything and—”

“Natalia,” you stressed, cutting her off from her self-driven guilt trip. “It’s okay. You called me right after, so it’s all good. Now to what do I owe the pleasure of this phone call?”

“What? Can’t I call my best friend without having an ulterior motive?”

“No.”

“Damn, you’ve known me too long. Okay, I’ll just get right into it. I’m asking you to be my Maid of Honor.”

“Why do you sound so nervous? Of course I’m going to say yes, Nat! You’re getting married!”

“I know, I know. We just settled on a date and I’m already so excited. But I feel there’s something you should know before you completely agree to be my Maid of Honor....”

“Uh oh, is it a themed wedding? Do I need to buy a giant top hat and drink tons of caffeine?”

“Ugh, I talked about that once.”

“Still not letting it go,” you sang, grinning even though Nat couldn’t see it. “Okay, okay, I’m done. Spit it out.”

“Bucky’s the best man.”

Out of all the things you thought she’d say, that was not one of them. Silence filled both ends of the phone, Nat waiting with bated breath and you trying to reteach your brain on how to formulate words.

“He- I- You- What?” Very articulate. “I-I thought he was still...”

“He moved back,” Nat responded quietly. “Are you...will you be okay? With this? I can talk to Steve, see if he can...”

“No,” you interrupted quickly. “No. He’s Steve’s best friend so it wouldn’t feel right for anyone else to be the best man. I’ll be fine, Nat. This is your day. if you want me as MOH, I’ll do it. Don’t you worry about me.”

“Are you sure?”

“Yes,” you insisted. In the back of your mind, though, you were freaking out a little. “I can handle it. When do you want me there? I have a shit ton of vacation time racked up. I could use a trip home.”

“As soon as you can I guess? I have no idea what I’m doing and I need my best friend. You’re welcome to our spare room, of course.”

“Are you sure about that? I don’t want to put you out.”

“Nonsense. You’re family, Y/N.” You smiled into the phone, heart swelling.

“I’ll get the first flight out Thursday. Give me a day to get some things together.”

“Yay! Oh my god, I can’t wait for you to get here!” Nat wasn’t usually one to get squeaky, but that’s exactly what she was doing on the other end. You imagined her dancing in her kitchen or living room, and had you been home, you would’ve been doing the same.

“I’m so excited! I’ll see you Thursday, okay?”

“Okay! Steve and I will pick you up from the airport. Let us know when you land! I can’t wait to see you, it’s been too long!”

The two of you chatted back and forth for a while, catching each other up on your lives, before hanging up. As soon as you were off the phone, you tilted your head back and groaned into the open office. Loudly.

You loved Nat with all your heart, but how were you supposed to perform Maid of Honor duties when the best man was your ex?

Chapter Two

#bucky barnes x reader #bucky barnes x you #bucky barnes #bucky barnes fanfiction #bucky barnes imagine #bucky barnes angst #bucky barnes modern au #bucky barnes fluff #bucky barnes smut #marvel #marvel fanfiction #the winter soldier

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bensk · 4 years

Text

Always Safe and Never Bored

This year, we opened a school.

We closed one, too, but more on that later.

I wish I had taken more time to document the past year, for my own sake, and because leaders I admire share their thinking and learning in public.

The last time I wrote here (2 years ago 🤦‍♂️)

Families everywhere sacrifice and work hard. There are nerds, everywhere. Theater nerds, physics nerds, bits of both. Some get to go to a school where they are never bored, and always safe. Some don’t.

Since August 28th, 2019, we've been building a school in the South Bronx where every kid is always safe, and never bored.

Our school is very data driven. We geek out over NWEA MAP results. We look at student work every day. We have a part of our school day dedicated to tutoring and reteaching. Data gives you a direction, but you need a motivation to drive there. For us, every internal goal and external benchmark, comes back to this:

Every kid deserves to go to a school where they are always safe and never bored.

The most exciting, the most scary, and the most sacred thing about running a school is that, while kids and adults are in our building, we have the power and responsibility to make this true.

Always safe

We do home visits for every student. We ask a lot of our kids when they come in our building, so we think it's important to take the first step- before I ask you come into my house and do things my way, let me come to your house and learn how you do things. We learn so much, about how we can be partners with our families and build on what they're doing, about where we need clear lines of difference, where we can learn from our families, and where we may need to be a support or a respite.

We greet every kid, by name, before they enter the building, and several more times before they enter their classroom.

We talk to our families at least once a week, rain or shine, positive or negative news.

We have small-group advisories that meet every day.

We have clear, consistent, and logical consequences for student behavior to celebrate when our students demonstrate our values and educate them when they choose not to.

We serve healthy and nutritious food that's so good, I eat it most days.

We have yoga for every kid, every day.

We have kids from 72 different elementary schools across the Bronx who feel safe in our building, every day.

Never bored

Our school is designed for content nerds. Our teachers are content nerds. Our kids are content nerds. It's awesome.

I've been privileged to work with tremendous educators in my careers, and the best teachers are content nerds. Love for kids is a prerequisite. High expectations are essential. Content nerds are, well — If you get excited about Tier 3 vocabulary words, the area model for multiplication, demonstrating phases of matter, adding conditionals to code - you're a content nerd, and our school is designed for you.

Our day is long and varied. Every kid has English, Math, Science, Computer Science, History & Geography, and Health & Wellness, every day. The academic day starts at 8:10 and goes until 4:45. Like I said, a long day.

So what does a long day designed for content nerds look like? Our teachers only teach half the day.

At most schools, here's what that looks like: a constant ping-pong between teaching and "prep" periods which are also your only time to grade, call families, attend meetings, eat, use the bathroom, be a human being, etc.

At Creo, it looks like this: if you teach English or Math, you only teach in the morning, and have the entire afternoon to give feedback on student work, plan ahead, collaborate with colleagues…and be a human being. If you teach CS, Science, History, or Health & Wellness, you have all morning to do this, and teach only in the afternoons.

There is a tremendous amount of intellectual labor that goes into good teaching. Every great teacher knows this and we think that in order to be a great school, we should provide and protect our teachers' time to do it.

I could go on- about our curricula (shoutout to Uncommon Schools' Reading Reconsidered Pilot of which we are a proud member, Core Knowledge's incredible and free knowledge-building resources, Amplify's Science curricula that have made our kids scientists, our internally developed CS and Health & Wellness resources…curricula could and should be a whole post to itself), about the results this has had for our kids (they love coming to school, and…we do have midyear NWEA MAP data that is very, very encouraging), and about how our families have embraced and supported and informed the work we do.

I really want to write that post, and I will.

However…

March 14

I am writing to let you know that effective Monday, March 16, we will be suspending in-person classes at Creo College Prep until March 30. This decision was not taken lightly, but we believe it is in the best interest of protecting our students, staff, and families in these uncertain times. In the last 24 hours, more than half of the charter schools in New York City have closed, and we have decided to follow their example rather than wait for the DOE. Our most important responsibility is keeping your child safe, and this is the best option we have to do so.

On Friday, we sent all students home with lessons for next week, as well as a novel to read. Our team is committed to preparing lessons for students for every day that we are out of session. We will be preparing video lessons for students to continue learning new material, and holding office hours to ensure that students are able to ask their teachers questions.

Our school year began with visits to many of your homes. Our school opened this year in temporary space. Next week, we will “open” in a new way, on the internet and in your home. We are committed to each and every student continuing to learn, and supporting you however we can.

March 26

Today we begin Distance Learning at Creo. What does this mean? On Friday, students brought home homework packets to begin learning at home. Today, our teachers began preparing video lessons for everyday learning and creating work that can be completed at home.

Here is how it works:

Visit creoprep.org/distance-learning. There is a letter there for students. Students should read the entire letter, and then be able to explain to you their responsibilities.

Students should visit creoprep.org/distance-learning every single day. There are videos for every subject, every day. Teachers are recording their lessons so that students can make progress every day.

After watching the video, students should complete the lesson for that day. For each subject, teachers have prepared a packet for the week.

Our teachers are holding Office Hours. During this time, students will video chat with teachers. They will get feedback on their work, receive grades and THRIVE points, and be able to ask questions.

April 11

While we hoped and intended for a very different last three months of fifth grade, we have a plan.

Here is what we will do:

Continue Distance Learning, every day, 9am - 3pm. We can’t send our students to school, so we will continue to send the school to them. As long as your family wants a Creo education, a Creo education will be available for your family.

Continue social-emotional supports for our students, including daily small-group advisory check-ins with every student and counseling sessions.

Continue to support you with accessing technology and critical services, including food, internet, and technology.

Here is what we will not do:

We don’t give up. A year ago, our school had never existed. By last month, our students received as much instructional time as a DOE school has in an entire year. We still have 48 days of school left, and we’re going to use it to do great things, together.

We don’t lower our bar. We still expect every student to be in class, every single day. We still expect them to try their best on their work. We still expect them to be consistently kind to their classmates, their teachers, and their families.

We don’t pretend this is normal. We know that many of you are working on the frontlines of this crisis, in hospitals and grocery stores, on trains and buses, in danger and in our thoughts. Some of us are caring for the sick, some of us are grieving the lost. Our first concern is making sure our children are safe. If we can help reduce stress — around deadlines, promotion to 6th grade, technology access, food — we are here for you.

At Creo, you’ve seen us wear and say “Creo in the Bronx.” I believe in the Bronx. Now, that is true more than ever. Together, we made a new school. We will not be back in the same building until next school year, but the school is not the building.

Today, we can say this: Creo in Creo. I believe in Creo. In your living rooms and kitchens, our kids continue to learn. In their living rooms and kitchens, our teachers continue to teach.

It is normal to feel grief and frustration, because we are all experiencing loss, every day. We wish it were different, but so does everyone in these times. All we have to decide is what to do with the time that is given to us.

If you need time to process, to grieve, to care for your family, take it. If you need us, we will be where we have been since August 28th: building knowledge, skills, and character, educating your student to thrive in college and to assume responsibility for identifying and solving problems in our community and our world.

Always safe and never bored

I spent 116 schooldays as Principal of Creo College Prep, a corporeal school. I've spent the last 33 days as the principal of an online school that we never intended to open. There are as many approaches to distance learning as there are schools in the world, and we don't know yet who's "right" or "high-achieving" or appropriately and capably responding to trauma, and I won't claim that what we've done in the past 33 days is right for anybody else.

We know where our kids are, because we've sat in the living rooms and kitchens where they're now logging on to Office Hours. We know who is safe, and who needs help, because we know our families and our we reach out, every day. We can't keep our kids and families safe right now, because the world isn't safe right now and no school can't change that. We never could, even pre-pandemic. All we could do, pre-pandemic, was show up every day and work hard to make a school where every kid was always safe, and never bored.

If you're logged in and thinking about Number the Stars or the area of a rectangular prism, or biomes, or debugging code, or perfecting a yoga pose, you aren't safe from the world, but you are safe to try, and fail, and try again with us. This is the same fiction, the same magic we conjure in school every day. We aren't safe from the world, but we can feel the safety of teachers and classmates celebrating our successes and learning from our errors. Our team of content nerds is still making that happen. Our team of content nerds- the teachers who keep teaching, and students across the hardest-hit borough in our city who keep showing up, never bored.

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chroniclesofcollege · 7 years

Text

High School V. College

So, you’ve finally finished your years of high school and graduated. Now you’re on your way to college but is unsure of how smooth your transition will be. We all know that college is a completely different ball game than high school, but just how different are they?

Classes

High school

Typically high school classrooms have smaller class sizes. The work tends to be a little more easier and the use of office hours isn’t really all that necessary. Teachers also tend to be more flexible when it comes to late work and missing assignments. If you skip a class or just miss a day of school as a whole, you won’t be that affected in the long run.

College

Missing a lecture in college is like missing a whole school year’s worth of material and once you miss that information, there is no making it up or having the professor reteach because you decided not to attend class. You’ll fall so far behind and it is up to you to catch yourself up to speed (and let’s not ignore the fact that college level courses are much tougher than they are in high school). You may be able to attend office hours depending on your professor because let’s just face it, some professor really don’t care if you pass or not. Ultimately, the fate of how you do in a class is solely on you.

Dating

High School

Dating in high school can be a little risky considering the fact that you’re still under the supervision of your parents. Most parents won’t allow sleepovers with your boo and strict parents may not even let you go out with them.

College

Here in the wonderful land of college, if you just so happen to date (I wouldn’t bet on it though), you can do whatever you want, however you want, wherever you want with your significant other. There’s no one to tell you that your boo has to go home because it’s too late and if you’re sexually active, the only other person you have to worry about in your roommate and that’s if they are even around.

Rules

High School

There are tons of rules in high school, whether its dress code, using cell phones in class, and even having to ask to go leave the classroom to go to the restroom. There is little-to-no freedom while you’re still in high school.

College

Besides the basic rules of the university (which many people don’t follow or even know about anyways), in college, you are free to do pretty much anything you want. You’re tired and want to leave class early? Go for it, no one is stopping you. You were late getting up and didn’t have time to get dressed? Go to class in your PJ's, no one’s judging you.

Responsibility

High School

In high school, most of the responsibility falls on your parents and they tend to get in the way of your freedom. If you wanted to do something that your parents said no to, you either accept that no or be sneaky and do it anyways.

College

In college, all the responsibility falls on you. Everything that you do and the result of that action is nobody’s fault but your own and this can be either a good thing, or a really, really bad thing.

Social Life

High School

Some of us may have a few friends in high school while some of us may have had large groups of friends. In high school, a of of the friends we had were people who were in our classes. With that being said, we saw them everyday at the exact same time each day. Unless you were socially awkward, having a social life in high school was a breeze and it didn’t have an affect on your classes or GPA.

College

“Hmmm... Study or go to this frat party?” Trying to balance school and your social life is super tough in college. With so many people to meet and different activities to take part in, it may be tempting to stay out late on a Sunday night and skip that 8 AM class in the morning. Or maybe you would much rather study all the time instead of chilling with your group friends. Either way, it’s hard to get an equal balance of both so don’t expect to. There will be days where you’ll neglect your homework to go out to a social event and there will be other days where you neglect your friends to finish you midterm paper. Just never forget what’s more important.

#college #College Humor #college advice #college students #college freshman #university #Strategies & Tips #college freshmen advice #black college student #college blogging

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careergrowthblog · 5 years

Text

The Roots of Rosenshine’s Principles.

I’m excited to say that I am in the process of writing a short book explaining how to implement Rosenshine’s Principles of instruction, aimed at teachers in the US. The opportunity to do this came about after one of my ResearchEd talks about Rosenshine’s 2012 American Educator article – as explored in this post.

What I did not know, until the publisher sent it to me, is that the American Educator article is largely taken from an 2010 issue in the International Academy of Education (IAE) Educational Practices academic pamphlet series. It’s basically the same text.

I posted this on twitter and, to my great joy, I was contacted by Dutch researcher/education scientist Tim Surma who has a great collection of Rosenshine documents. It turns out that the 2010 Principles are a development of ideas Rosenshine has worked on since the 1980s. In 1986 he published a paper called Teaching Functions with colleague Robert Stevens. Tim posted a list of the key teaching functions on twitter. I then searched for the document and what I found was an even earlier Rosenshine document – a facsimile of a typed paper submitted to a US conference in 1982. (See images above). The key instructional functions recorded are almost identical.

There is a lot to say about all this but the main point of this post is to share the text:

Instructional Functions

1. Daily Review and Checking Homework Checking homework (routines for students to check each other’s papers) Reteaching when necessary Reviewing relevant past learning (may include questioning) Review prerequisite skills (if applicable)

2. Presentation Provide short statement of objectives Provide overview and structuring Proceed in small steps but at a rapid pace Intersperse questions within the demonstration to check for understanding Highlight main points Provide sufficient illustrations and concrete examples Provide demonstrations and models When necessary, give detailed and redundant instructions and examples

3. Guided Practice Initial student practice takes place with teacher guidance High frequency of questions and overt student practice (from teacher and/or materials) Questions are directly relevant to the new content or skill Teacher checks for understanding (CFU) by evaluating student responses During CFU teacher gives additional explanation, process feedback, or repeats explanation — where necessary All students have a chance to respond and receive feedback; teacher insures that all students participate Prompts are provided during guided practice (where appropriate) Initial student practice is sufficient so that students can work independently Guided practice continues until students are firm Guided practice is continued (usually) until a success rate of 80% is achieved

4. Correctives and Feedback Quick, firm, and correct responses can be followed by another question or a short acknowledgment of correctness. (i.e., “That’s right”). Hesitant correct answers might be followed by process feedback (i.e., “Yes, Linda, that’s right because…”). Student errors indicate a need for more practice. Monitor students for systematic errors. Try to obtain a substantive response to each question. Corrections can include sustaining feedback (i.e., simplifying the question, giving clues), explaining or reviewing steps, giving process feedback, or reteaching the last steps. Try to elicit an improved response when the first one is incorrect. Guided practice and corrections continue until the teacher feels that the group can meet the objectives of the lesson. Praise should be used in moderation, and specific praise is more effective than general praise.

5. Independent Practice (Seatwork)Sufficient practice Practice is directly relevant to skills/content taught Practice to overlearning Practice until responses are firm, quick, and automatic Ninety-five percent correct rate during independent practice Students alerted that seatwork will be checked Student held accountable for seatwork Actively supervise students, when possible

6. Weekly and Monthly Reviews Systematic review of previously learned material Include review in homework Frequent tests Reteaching of material missed in tests

Note: With older, more mature learners, or learners with more knowledge of the subject, the following adjustments can be made: (1) the size of the step in presentation can be larger (more material is presented at one time), (2) there is less time spent on teacher-guided practice and (3) the amount of overt practice can be decreased, replacing it with covert rehearsal, restating and reviewing.

*I’ve kept all original spellings of practice, US-style.

Interesting Points To Note:

In the 1982 paper, Rosenshine underlines ‘Checks for Understanding’, adopting the acronym CFU. This is appears to be at the centre of the whole process – something I’d whole-heartedly support in my experience. For me, it’s always been the core concept in the Principles – I’ve said only recently that CFU is probably the single biggest common area for improvement in the teaching that I see – so I’m happy to see Rosenshine literally underlining it as being important.

Here is an excerpt from Teaching Functions where he explains how not to do CFU:

The wrong way to check for understanding is to ask only a few questions, call on volunteers to hear their (usually correct) answers, and then assume that all of the class either understands or has now learned from hearing the volunteers’ responses. Another error is to ask “are there any questions?”and, if there aren’t any, assume that everybody understands. Another error (particularly with older children) is to assume that it is not necessary to check for understanding, and that simply repeating the points will be sufficient.

Also, in the 1982 paper, at the bottom, there is a superb final line: with older, more mature learners.. (c) the practice involves covert rehearsal, restating, and reviewing (ie deep processing or “whirling”). I want to see the idea of whirling catch on!

In the text of the 1986 Rosenshine-Stevens paper, they talk about the limitations of the principles:

It would be a mistake to claim that the teaching procedures which have emerged from this research apply to all subjects, and all learners, all the time. Rather, these procedures are most applicable for the “well-structured” (Simon, 1973) parts of any content area, and are least applicable to the “ill-structured” parts of any content area.

They go on to explain that all subjects have ‘well-structured’ elements – some more than others. It’s an important bit of nuance in the implementation of Rosenshine’s principles. Evidently enough, some content needs more teacher-directed instruction, some students need more guided practice, some can absorb information in larger chunks.

There’s a lot more to Rosenshine’s Principles of Instruction than could be captured in one article. The 2012 Article isn’t anything new – far from it. These ideas about what effective Teaching Functions are have a long history. For me, this adds weight to their validity especially as the original observational research is now backed up by more recent cognitive science: it all comes together as Rosenshine explains on the first page of Principles.

Thanks to Tim Surma for pointing me toward these fascinating documents. Having done my PGCE in 1986/87 I just wish someone had shown me them rather sooner.

(Teaching Functions 1986 available from: https://www.researchgate.net/publication/230853009_Teaching_Functions)

The Roots of Rosenshine’s Principles. published first on https://medium.com/@KDUUniversityCollege

0 notes

careergrowthblog · 5 years

Text

The Roots of Rosenshine’s Principles.

There is a lot to say about all this but the main point of this post is to share the text:

Instructional Functions

6. Weekly and Monthly Reviews Systematic review of previously learned material Include review in homework Frequent tests Reteaching of material missed in tests

*I’ve kept all original spellings of practice, US-style.

Interesting Points To Note:

Here is an excerpt from Teaching Functions where he explains how not to do CFU:

In the text of the 1986 Rosenshine-Stevens paper, they talk about the limitations of the principles:

Thanks to Tim Surma for pointing me toward these fascinating documents. Having done my PGCE in 1986/87 I just wish someone had shown me them rather sooner.

(Teaching Functions 1986 available from: https://www.researchgate.net/publication/230853009_Teaching_Functions)

The Roots of Rosenshine’s Principles. published first on https://medium.com/@KDUUniversityCollege

0 notes

careergrowthblog · 5 years

Text

The Roots of Rosenshine’s Principles.

There is a lot to say about all this but the main point of this post is to share the text:

Instructional Functions

6. Weekly and Monthly Reviews Systematic review of previously learned material Include review in homework Frequent tests Reteaching of material missed in tests

*I’ve kept all original spellings of practice, US-style.

Interesting Points To Note:

Here is an excerpt from Teaching Functions where he explains how not to do CFU:

In the text of the 1986 Rosenshine-Stevens paper, they talk about the limitations of the principles:

Thanks to Tim Surma for pointing me toward these fascinating documents. Having done my PGCE in 1986/87 I just wish someone had shown me them rather sooner.

(Teaching Functions 1986 available from: https://www.researchgate.net/publication/230853009_Teaching_Functions)

The Roots of Rosenshine’s Principles. published first on https://medium.com/@KDUUniversityCollege

0 notes

careergrowthblog · 5 years

Text

The Roots of Rosenshine’s Principles.

There is a lot to say about all this but the main point of this post is to share the text:

Instructional Functions

6. Weekly and Monthly Reviews Systematic review of previously learned material Include review in homework Frequent tests Reteaching of material missed in tests

*I’ve kept all original spellings of practice, US-style.

Interesting Points To Note:

Here is an excerpt from Teaching Functions where he explains how not to do CFU:

In the text of the 1986 Rosenshine-Stevens paper, they talk about the limitations of the principles:

Thanks to Tim Surma for pointing me toward these fascinating documents. Having done my PGCE in 1986/87 I just wish someone had shown me them rather sooner.

(Teaching Functions 1986 available from: https://www.researchgate.net/publication/230853009_Teaching_Functions)

The Roots of Rosenshine’s Principles. published first on https://medium.com/@KDUUniversityCollege

0 notes

careergrowthblog · 5 years

Text

The Roots of Rosenshine’s Principles.

There is a lot to say about all this but the main point of this post is to share the text:

Instructional Functions

6. Weekly and Monthly Reviews Systematic review of previously learned material Include review in homework Frequent tests Reteaching of material missed in tests

*I’ve kept all original spellings of practice, US-style.

Interesting Points To Note:

Here is an excerpt from Teaching Functions where he explains how not to do CFU:

In the text of the 1986 Rosenshine-Stevens paper, they talk about the limitations of the principles:

Thanks to Tim Surma for pointing me toward these fascinating documents. Having done my PGCE in 1986/87 I just wish someone had shown me them rather sooner.

(Teaching Functions 1986 available from: https://www.researchgate.net/publication/230853009_Teaching_Functions)

The Roots of Rosenshine’s Principles. published first on https://medium.com/@KDUUniversityCollege

0 notes