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Teaching - Blog Posts
I remember in 7th he grade, I’d always ALWAYS fall asleep in my second period. It really annoyed me, but I just could not stay awake. My teacher was always nice about it and even when she woke me up, it was always very kindly. Outside of the bubble of that specific teacher, sleeping in class has always been kinda like it’s described above. But the one teacher actually understood that it was something I needed, and I still think about her sometimes :) it’s not hard to be kind, but it can leave every lasting impression.
I had a really weird experience with my teacher the other day.
Now for context, he's not my teacher. I had him for calculus last year after I switched from AB to on-level and got a near 100 in the class. I signed up for a teacher assistant position with him, thinking I'd be helping teach calculus. Nope. I ended up being a TA for Algebra 1 instead.
He's a very... interesting person, to say the least, and I've heard really mixed things about him over the year. I don't know where he stands on any issue I care about very much. I haven't had the courage to ask him about AI. I don't think he particularly cares for politics that much—not that I particularly care what he thinks—and has given very mixed responses on things. He seems to like Elon Musk, as he said that we're "Very fortunate to be in a time with him in it" or something of the sort because of what he did with electric cars.
But one thing I am absolutely certain of is that he doesn't like psychology and said at one point in front of the class of freshmen that I want to pursue a career in "stupid science." Now, mind you, there are at least two other kids in that class who want to go into psychology for a career. Which is awesome. I love that people have a passion for studying the mind.
He said that therapists (in a different instance) are hurting people more than helping people, and if I want to be a therapist, then I should just open a workout therapy place and call it a day. Because, according to him, workout is just as affective against Depression as antidepressants it's for mild depression, mild depression you ignorant fuck not major depressive disorder-- -_-
Anyway, I noticed that the kids in my class are making some rather inappropriate jokes about schizophrenia and being gay (which isn't a mental disorder, but I heard some distasteful comments that I couldn't let go unnoticed) before the break, and I had a long time to think on it, so when I came back, I asked Mr. Algebra teacher if I could talk to the class about how what they were saying wasn't okay.
He said that I have two minutes at the end of class, which isn't nearly enough time for me to talk about everything, but whatever. What struck me as odd and probably a Red Flag was how he kept trying to refute it and say that I shouldn't talk about it too seriously because they're just being immature. I made the argument that, yes, it's immature but it's also perpetuating stigmas that we don't want going around that can seriously hurt people and that what they were saying wasn't okay regardless. He said that people back in middle school said worse things like the r-word (which was also said here, but I didn't mention it), and I said sure but this is still bad as well. He said that I WAS RIGHT TO DO THIS AND SHOULD DO THIS 99 percent of the time, and internally I was just like why are you arguing with me and trying to backtrack this accomplishes nothing. He told me that I shouldn't expect for the issue to be resolved completely. I said I didn't expect it to.
I go up there and deliver my very awesome speech that he interrupted to make me get to my point faster, I guess. After I finished, he pulled me to the side and asked me what went well and what didn't. Which just felt... weird? I said that I think it went really well overall and that I didn't think anything was wrong. He said that he wished I didn't group the conversation about the gay stuff with the conversation about the schizophrenia and ocd stuff. To me, it felt like a very clear connection but oh well. He reiterated that I shouldn't expect to see much change. I said okay.
It's been almost a month.
GUESS WHO HASN'T HEARD A SINGLE COMMENT ABOUT SCHIZOPHRENIA, GAY INSULTS, OR ANYTHING REGARDING CALLING ANOTHER CLASSMATE OCD?
ME.
Take that, Mr. Algebra teacher.
It's the little wins that help me make it through the day, but honestly, this one is just completely boosting my self-esteem and confidence about being in the psychology field in the future.
I just got my diploma. I officially have a Bachelor's degree and can become an English teacher. I also received a diploma which says I'm a German teacher as well. University is done, and now off to the world of employment. 😁
Только что получила диплом. Теперь у меня официально степень бакалавра, и я могу стать учителем английского языка. Я также получила, согласно которому я ещё и являюсь учителем немецкого. С универом покончено и теперь пора в мир трудоустройства. 😁
one of the most important lesson I teach to all the kids I tutor is to work out *why* they got a question wrong, because the reason means how we deal with it is completely different.
got it wrong because you didn't know how to do it? cool, let me teach you this method!
got it wrong because you didn't understand what the question was asking? cool, let's go through how to read exam questions and figure out exactly what they want.
got it wrong because you didn't check for arithmetic errors, or you didn't catch them? cool, let's go through how to check your work correctly.
and it really annoys them sometimes, because they want to just move on, but when they start doing this our seasons move so much faster, because if they got something wrong they can tell me why and we can fix it rather than me trying to figure it out. yeah, it takes a while, but asking why mistakes are made is really important!
one of the most annoying things about corporate culture is that everything needs a "solution". if one person makes the smallest mistake we gather like 12 people in a room and talk about our "plan to make sure this doesn't happen again". a plan?? someone set a support ticket status wrong and we need a plan? ok here is my plan, we remind them what the correct status is and we immediately move on. but no we have to be """solutions-focused""". ridiculous. its for managers who have nothing to do all day and need to justify their 200k a year salary. how about you FOCUS on leaving my team alone buddy.
Cum to my office immediately, lil one.
When I demand you see me after class in my office, this is what I mean.
I’m a teacher and I wish I was allowed to teach this kind of stuff. It’s actually useful.
I remember reading in the linked article that this new methodology was based off of flawed research that basically emulated the way low-level readers read (e.g. compensating strategies) instead of how high-level readers did.
You know what was the craziest thing I learned from being married to a teacher? Not that the kids are watching porn and sexually harassing teachers and other students, though that's definitely bad. It's the fact that children cannot read anymore. And it's not like, some of them. 90% of her FIFTH GRADERS cannot read. She writes shit on the board but they can't fucking read it. They don't teach PHONICS anymore, they do this bullshit whole-word reading, and the result is that kids can't sound things out. They literally don't know how to read. This is horrifying to me. They also have no critical thinking abilities and don't even try to do any tasks before deciding they don't know how and it's too hard, like on a level incomprehensible to me. Like she tells me these things and it makes me think like, there's no way the general public is aware of this, right? If you aren't a teacher or a parent you must not know about this. So I am telling you. Watch some teacher tik toks. Read the teachers subreddit. Be aware. Because I'm genuinely very scared of what is going to happen over the next few years. This is fr not good.
This article is from 2019 but it talks about the issue, and touches on the two teaching methodologies
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How to prevent someone from surpassing you
This is a very tricky question. Whenever I teach someone, my biggest concern is his/her potentiality to surpass me. It’s good if one can quickly learn and absorb knowledge – shows that your teachings are effective, but it’s bad if he/she can learn too fast, because you’d eventually be surpassed. 😝 Of course, it’s bad if one can’t learn well and don’t understand what you taught him/her – because it shows that your teachings are ineffective and useless.
That’s the reason why I hate/hesitate to teach others (my peers especially), because of their potential to surpass me if they are effective learners.
So how can you maintain your supremacy?
Answer: Learn from your competitor
The most common advice you’d often hear from your authority probably “Just by continuing to work hard” or “Work harder.” Unfortunately, that’s the most useless advice anyone could ever give.
Example:
There are 2 runners. Runner A is you, and Runner B is your emerging rival.
Scenario 1: You are Runner A running. Runner B suddenly appears and effortlessly surpassed you.
In this scenario, it’s clearly not of your concern. That Runner B is probably a teacher, definitely better than you.
Scenario 2: You are Runner A running. Runner B tags along behind you, but with a higher pace than yours.
This is the scenario of contention. It’s a scenario of someone supposed to be behind you, running a possibility of surpassing you in the near future.
Those who advised Runner A to “continuing working hard” or “work harder” are too simple-minded. It doesn’t solve any problems. It’s a stupid advice. If Runner A continues to “work hard” (running at same pace), he would eventually be surpassed.
The most viable approach to defend your supremacy is to learn from your competitor. Find out how he/she has an increased pace against you and nullify the difference by applying the new knowledge to yourself.
This solution isn’t groundbreaking at all… it’s quite relatable e.g. businesses. Companies learn from its competitors to improve their products or services. One such successful instance is Samsung, where it fancies copying everything of the iPhone and successfully brings in billions of dollars revenue every year.
As a teacher, I no longer use the word, “smart.” I refuse to call any of my students this word, and I am intentional about not using it in my class. What even is, “smart”? Is smart getting the answer correctly? Being able to perform a specific skill? What is it? Because when we tell kids that they are smart, in reality, it does nothing for them. It does not provide any feedback for them. And the worst part is that this word has become a way for people to classify children into 2 categories: smart, and not. When children assess themselves they have difficulty defining their strengths and weaknesses. Instead, it has become a question of whether they consider themselves as smart, or not. And herein lies the problem. I too, can relate to these kids. I always struggled in math, and considered myself, “not smart” in this subject. I could never take a different perspective and evaluate what areas of math were a struggle, and which parts I understood. Was it the calculation part? Was it memorizing math facts? No, after years as a student in the classroom I looked at my peers and compared myself to them because they were “smart” in math and I was not. Leading me to believe I was somehow less intelligent than my peers when in reality, I just learned differently. I required different help. Teachers, parents and students tossed the word smart around as if it was a label which you had to earn. My point in all of this, and even taking the time to write a tumblr post about it, is that the way we perceive ourselves has everything to do with the way the institutions we grew up in engraved it into our brains. You are not smart, and you are not NOT smart. You are full of strengths and weaknesses, and it is much more important to figure those out than label yourself as anything. Instead of telling a child they are smart, point out what they did correctly and why it was correct. Instead, tell them how the skills they display affect the outcome of a situation. Unsurprisingly, I get quite a few messages from college-aged kids who feel like they’re not smart. Or from people who feel like they won’t make it in college because of how they perform in their academics. I had these very same thoughts as I went into college, and as I was in it. The system of education has failed you/me, and for that, I am sorry. The classroom environment should be teaching you how to identify and reflect on your weaknesses, and how to identify and maximize the potential of your strengths. You’re more than a label, please know this and reflect. Knowing all of this now, I hope and pray that you will change your whole perspective on yourself.
Thank you for reading my extremely long post which is somewhat of me venting, while also trying to encourage you. I hope it is taken to heart.
- Lindsay
I feel that if I don't post something here now, I will block this page for another two years. So let there be my not-so-successful sketches from studies. The task was to rework some not very expensive thing, add a new function to it, just completely change the function of the thing or make it more sensory, I didn't have much time to think. So these sketches are the first thing that came to my mind, most of the things that are on the foot page generally already exist, someone guessed to do this before me. Maybe someday I'll come back to it and come up with something better.
Я відчуваю що якщо зараз щось не викладу сюди ,то закуну цю сторінку ще на два роки . Тож хай будуть мої не дуже вдалі скетчі з навчання . Завданням було переробити якусь недуже дорогу річ додати їй нову функцію , просто повністю змінити функцію речі або зробити її більш сенсоричною в мене не було багато часу на роздуми . Тож ці скетчі це перше що прийшло мені в голову більшість речей що знаходяться на пешій сторінці взагалі вже існують хтось здогадався так зробити раніше за мене . Можливо я колись повернуся до цього і вигадаю щось краще .( Підписи польською ,бо я навчалась в минулому семестрі в польщі і це недороблене завдання:"почніть зараз доробите в наступному семестрі"- звідти )
Being underemployed
In India underemployment is a big issue.
The arrows are pointing towards a known underemployed , idk how many others are there who have PhDs and are teaching as high school teachers at minimal wages.
The brave underemployed who told us she was underemployed having a PhD in economics was teaching us the whole sst subject. The frustration is evident in everything she ever did.
Once I asked her a question online cause it was a holiday mind my words a proper meaningful questions of economics.
She ignored it never mentioned about it in the class. I was okay. The next month I reach home I get a MSG from her on the class group to send her the number she had written on my project. She also mentioned that it was very important and urgent for her . So I sent her the no.
Now when I think about it that please that she wrote in her msg was her Karma of ignoring a student but I still believe that she should not be underemployed or else her pride will keep on hurting and she might never be able to explore her true potential.
Also our prime minister should launch underemployment funds cause unemployment and underemployment are not very different
My sympathies
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Namdroling monestary.. Established in 1969 by Penore rinpoche now its one of the worlds largest teaching centers for tibetian buddhism. #roadtrips #riders #buddhism #budha #teaching #mudra #buddisttemple #monastery #outlooktraveller #life #religion #tradition #tibet #tibetian #culture #explore #karnataka (at Bylakuppa, Karnatka)
Hey I've been like incredibly swamped lately so sorry for being absent.
I actually have been working a lot, but this week I only worked on Monday (I was so incredibly off that day for no reason and I made some really bad mistakes such as saying shit in front of sheltered middle schoolers when I got locked outside of the building when the door became unpropped and I let them out to break up the weird hybrid schedule and also kinda losing 4 kids but they just twisted my directions to go for a walk around the school... those incidents shouldn't have happened). I normally have Tuesdays off because of my inconveniently timed composition class. I took Wednesday off to get ahead for school (would have gotten more done if I didn't get blown out cuz CANVAS glitched the literal second I submitted my high stakes midterm). Tomorrow, Thursday I get my second dose in the morning. I had a kinda bad reaction to the first shot (actually was like the second dose with swollen lymph nodes, low grade fever, exhausted, headache, dizzy, just overall feeling bad) for 48 hours and then still a little out of it for another 48 hours. Fingers crossed this dose goes much smoother. Just in case it doesn't, I have everything done that is due before Sunday at midnight. I also got my mom to drive me to my appointment tomorrow cuz I damn near passed out at the place and driving home (i dont do well with shots if you can tell but they're so important and I wouldn't risk not getting it).
I've been doing in person subbing, which is a big jump for me. It's a lot more stressful because I'm constantly reminding middle schoolers to pull their masks up and to give each other a little more space. Their behavior also got a lot worse because they haven't been in person for nearly a year. However, they really needed this. It just sucks that they're being put in this position. Getting the first dose made me feel a little better, although I walk in with a thing of wipes, two masks, hand sanitizer, a pack of back up masks, and no lunch (they've been shoving kids into classrooms to eat because the lunch rooms are tiny). Wish me luck!
me: thinking nothing but presentation and some mind twisted ideas for kids easy to study those little loud noise makers: M I N E C R A F T me, also know as one to play since i was 11: little felas, JUST WAIT A LESSON— well, they will be ether very happy or with tears on their faces.
Teaching in 2020
Second grade was hard enough
The seconds turn into hours
Screens turn to staff as
Students turn their screens on and off
Teaching students slipping out of their chairs at home
Teaches us what we thought we already learned
Too raw is the view into the houses of inner-city youth
Exposed to their reality; my past too.
When the day is over, we rub our burning eyes
We say it is easy when we are pioneers
Fighting our exhaustion and creeping mental instability
Has us fighting our love for our career.
Montessori and Learning Disability
November 2016
I have just been looking back to the power point and hand out that I made for the training day I gave to my colleagues in L'Arche back in 2009. It was the subject of one of the thrice yearly (I think they were) training days that I organised for the support assistants who worked in the the day provision workshops. I really continue to feel strongly about the links between Montessori philosophy/education and good practice for working with people with learning disabilities. Don't get me wrong I am open to other methods and love learning new skills, however, my Montessori training and work has remained a constant source of inspiration. I hope you will find my thoughts interesting!
Later that same year (2009), when I was first seriously working towards working in the museum sector, I was invited by the the then leader of the education team to carry out a week or two's work experience at the London Transport Museum. As part of that work experience I carried out several observations of how nursery aged children interacted with the museum - as it was then. I then wrote up extensive notes into a report for the museum, which included my reflections and suggestions for ways forward.
The following text is the hand out that I created for L'Arche and then adapted for the London Transport Museum. The actual notes and the power point are not included here. Let me know what you think and if you are interested in hearing more or perhaps even asking me for some consultancy? (Better get something about work in there!) :)
Just please bear in mind that I wrote the handout back in 2009. My role at the time was Day Provision Co-ordinator and I supervised the then five different workshop leaders. It wonder if I what I would write the same and different if I was compiling an up to date list...
The handout is/was as follows:
Questions: (Inspired by the Montessori Method)
What do you think the workshop does well and has to offer the people with learning disabilities who come to it?
What aspects do people like about working in the workshop? What is unique about the workshop?
What things do you feel the workshop could do better with in what it offers people with learning disabilities? Are people as independent and in control as possible?
Environment: (How the workshop space is set up.)
Is there order in the environment?
Does everything have its place?
Do people know where to find everything they need without the help of an assistant?
Can the people reach everything?
Is everything within their reach appropriate? (So you don’t need to say no or stop someone from taking something.)
Are there any unnecessary distractions in the physical space? (E.g. large colourful pictures and or objects.)
Are people working in a space that is appropriate for them? (E.g. sitting, standing and with where in the room they are and who else is near where they are working.)
Is there enough opportunity for movement in the work place and within the activities themselves?
Daily routine: (Timing of things)
Is the timing of daily events clear?
Does everyone know what is happening and when?
Is the routine as it is working for everyone or do people require changes?
Is everyone clear about the work they are doing, goals/expectations, boundaries?
Activities/Work: (In the environment)
Are they suitable for people?
Are they too difficult? If they are, is there a simpler or part activity that could take its place?
Have you observed, broken down and tried the different movements needed for an activity?
Could some people be challenged more?
What new skills could people learn and be involved in?
Is there a particular skill that the people are expressing a desire to refine? If yes, how can you support them with this?
Are people choosing their activities?
Do the activities have a clear purpose and meaning?
Are there any jobs that assistants are doing, that adults with learning disabilities could be doing? (E.g. getting cups and taking them back at tea break.) Remember we are enabling people to be as independent as possible. What may seem hard work the time will be worth it in the long run.)
Assistants: (As teachers)
Do you have a positive attitude to everyone in the workshop?
Is there favouritism?
Are you aware of your prejudices?
Do you approach people in a positive way?
Are you careful about not criticising their work, even in a subtle way? (You can show the activity at another point, rather than criticise at the time. Or look at the appropriateness of the activity)
Do you value all activities and work the same?
Do you allow people to take their time and repeat where necessary? Do you give people time to finish their work cycle?
Are you doing too much for people? (Think about even the small things/parts of the process.)
Do you ensure that you don’t interfere when the person is concentrating on their work? (Even by speaking to them with a positive comment! Concentration is a very important skill to develop.)
Do you make sure that you don’t constantly praise people? (People should not rely on others to feel good. The aim is that it comes from within.)
Are assistants clear with people about when the person can make a decision and when they can not?
Are people allowed to make all possible decisions?
Do you take time to sit back and observe?
What areas do you feel you need more support in?
Some quotes about Montessori education.
‘An adult can substitute himself for a child by acting in his place, but also by subtly imposing his own will, substituting it for that of the child. When this happens it is no longer the child that acts but the adult working through the child,’ Montessori.
‘The most important discovery is that a child returns to a normal state through work…. A child’s desire to work represents a vital instinct since he cannot organise his personality without working; a man builds himself through working.’ Montessori
'It is important for us to know the nature of a child’s work. When a child works, he does not do so to attain some further goal. His objective is the work itself, and when he has repeated an exercise and brought his own activities to an end, this end is independent of external factors.’
‘It is necessary for the child to have this order and stability in the environment because he is constructing himself out of the elements of the environment… it is his foundation.’ Montessori
“A child’s different inner sensibilities enable him to choose from his complex environment what is suitable and necessary for his growth. They make the child sensitive to some things, but leave him indifferent to others. When a particular sensitiveness is aroused in a child. It is like a light that shines on some objects but not on others, making of them his whole world’ Montessori
Bonfire Night Session Plan
November 2016
Hello again,
I have been doing plenty of writing to describe the music sessions that I lead in L'Arche and so I thought it might be useful if I share the format that I use for them.
The sessions usually last about two hours with a twenty minute- half an hour tea break in the middle.
I am going to share the Bonfire Night session plan....
To continue from my previous blog entries... the session before the bonfire night one was about the rural work turning more to the towns and cities with the beginning of the Industrial Revolution. Elements included watching the Pandemonium section of the London Olympic Opening Ceremony. We beat on large metal and plastic flower pots and used glass nuggets to represent money in a noisy way....
I write the plan beforehand but then add any adaption I make (hence different tenses) - and there are often plenty of on the spot ideas!
As always I have many thanks to give to my fellow colleagues for taking part in the session.
Where you see the * and ** and *** you can see the ideas I learned from Emmie Ward. In particular her use of the Big Mack as a musical instrument and for recording voice. Emmie also has great techniques for the inclusion of people's vocalisations and interests into songs. I also learned the songs for this session from Emmie. I'll ask Emmie to share more about that at some point as she has lots of great techniques :)
Bonfire Night 3
rd
November 2016
Attention Grabber Activity: Firework App on IpadFirstly just me taking it around before the hello song... everyone else got a turn in the soundscape
Soundscape: Bonfire Night Ssss of a Fizzy drink being opened, crackling of popping candy with water, firework app on ipad, sliding whistle, (rain maker (firework falling sound), crackling paper, bang of the drum (we said 1, 2, 3, bang - everyone has the opportunity to hit drum on the word bang) peoples vocal sounds on Big Mack to play (integrate their interests) *
Activity: ‘We’re all walking along to the fire’ song – action: we poured salt through a flower pot into a small washing up bowl and said it was gunpowder for the gunpowder plot and listened to how it made a quiet sound and we needed to be quiet… can say shhh –
Activity (Contd.): I then said let’s listen to find out if the plan worked! – I asked: Will there be the sound of Big Ben chiming or the sound of an explosion? We counted down and then… heard... yes big ben chiming (iPad) so the plot failedName activity: (soundabout) beat X 4 then name three times and move on. (we did one name and then another) This sort of connected as if naming the names of the conspirators pouring gun powder. (could link this more to the plot or being part of something in future) **
Rhyme: Remember, remember, poem call and response (I actually did this later in storytelling)
Rhythm: Boom Whackers – continue ‘hit, rest, rest, rest’ activity, with everyone having a chance to play them. We stamp feel throughout to keep a beat and i renew the rhythm in-between every person, but anyone can play any pattern they like as it all fits... I play it on the low red one, but again anyone can do anything... The stamping and me doing it in-between seems to help people to create a connecting rhythm.
Vocal Warm Up:Included Do re mi.
Songs:
London’s Burning
Ring of Fire (after singing through we repeated burn burn bit and people took turns to move the fire poi) ***
Great Balls of Fire (added peoples own endings to ‘Goodness Gracious) ***
2 Jahre bei SoloLearn ...
Heute habe ich meinen 2-jährigen Lauf erreicht, d.h. ich habe 730 Tage lang täglich mit SoloLearn gelernt. Mein Abo habe ich jetzt aber beendet. Momentan absolviere ich noch den Einführungskurs in C++, werde mich aber danach auf Python, Small Visual Basic und Scratch konzentrieren.
Post #243: SoloLearn, Mein 730-Tage-Lauf, 2025.
PYTHON - Code With Josh ...
Post #163: YouTube, Free Python course for beginner, Code with Josh, 2025.
Teach Your Kids To Code ...
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Explore geometry by drawing colorful shapes with Turtle graphics
Write programs to encode & decode messages, play Rock-Paper-Scissors, and calculate how tall someone is in Ping-Pong balls
Create fun, playable games like War, Yahtzee, and Pong
Add interactivity, animation, and sound to their apps
Teach Your Kids to Code is the perfect companion to any introductory programming class or after-school meet-up, or simply your educational efforts at home. Spend some fun, productive afternoons at the computer with your kids—you can all learn something!
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Post #162: Bryson Payne, Teach Your Kids To Code, A Parent-Friendly Guide To Python Programming, 336 Pages, No Starch Press, Burlingame, California, U.S.A., 2025.
Introducing WebTigerPython | TigerJython
Post #157: WebTigerPython, An educational and python-like programming language for kids, youth and adults, 2025.