#Coordinate Precision

[relevant-xkcd-comic]

You're pointing to Waldo on a page.

🙈🙈🙈🙈🙈

[sometimeswritingsometimesdying]

i know the novels are controversial but i mean? mastermind seiji? i need a secret spy au desperately

[katkalis-the-fanartist]

Hear me out...

Is-

Is this not a COOL IDEA??

[mun-urufu]

on a scale of i like to use :3 to i started a thermonuclear war, how silly are you?

I have indeed started a thermonuclear war not once but twice.

[katetorias]

urm…

[where-the-cicadas-sing]

A1 Name Showdown

(Josh fight announcer voice) Discussion time is over, folks! What is A1’s name?

This is all for silly fun jokes and genuine curiosity on majority thoughts! You can name him (or her) whatever you want!

On that note, may the best egg name win!

[xx-thedarklord-xx]

Watched a video on Orcas and yeah, the ocean is a big no from me. Nope. 0/10 would not recommend

[theunconcernedembalmer]

Testing doodles on my new iPad yeehaw

[phagodyke]

its rly cute that the parkour group posts session videos on their instagram but they always manage to film me fumbling shit 😭😭😭😭

[uroborosymphony]

 devora :    what form would your demon take?

Her deamon is a Raptor. Your daemon would take the form of a raptor! Those who have raptor daemons are intellectual and precise, though unlike other bird daemons they also symbolize active and ambition. They are logical but confident, often preferring to work alone in relentless pursuit of their goals. Her deamon is an Eagle. Your daemon would take the form of a eagle! You are a proud and confident individual who has a deep loyalty towards a select few. More so than others with raptor daemons, those with eagles are self-centered, overambitious, and unafraid to push their weight around. They don't care much for subtlety and always have their eye on the prize.

tagged by : @clemencetaught (Thank youuu). tagging : @ofgentleresolve (Aeri I'm so curiouuus) @mythvoiced (Van and Ma

[themontessoriacademyofarlington]

Early Childhood - Tens Board

Look at the focus and precision! Using the Tens Board, students explore and begin to understand quantity, the names of numbers, and the associated symbols from 11-99. This material helps to reinforce the concept of place value for two-digit numbers and prepares the students for future math operations.

[so-weird-world]

precision and coordinating kitten attack #shorts #cat #kitten

[epitomees]

~ Kasumi/Sumi’s Tags ~ 

More will be added as needed. 

[thebestpartofwakingup]

Coloring instructions are for teaching/training fine motor skills in little kids before they’re old enough to begin writing. The easier it is for a kid to hold a crayon or marker (thicker than a pencil and easier to hold) a certain way and control their strokes the easier it is for kids to hold a pencil and write both without wrist/grip strain and with enough precision for the writing to be clearly read later

You want to build up that strength as much as you can before the child is writing in class because the easier it is for the child to physically write the more inclined they will be to take notes, which makes them more inclined to pay attention.

When kids are given instructions to color a certain way it gives teachers an easier time in watching how that process is developing among the students. Such as which children are learning or developing the strength to hold a crayon like a pencil and which aren’t. If they aren’t encouraged to do so they probably won’t if it’s not the easiest or most comfortable method, but that’s how it goes for building any strength. Telling the kids that their coloring will “look better” is just incentive to follow those instructions, maybe it’s less comfortable to hold the crayon like they will eventually hold a pen or pencil BUT the teacher said it’ll look better if they do and they want to have their teacher’s and peer’s approval.

Let the kids color however they want and some kids might naturally build the strength for holding a pencil and writing and some might not, meaning once they’re being taught how to write their individual strengths and inclinations are going to vary greatly, so either the class takes greater time to get the lower performing kids caught up, and risk losing the attention and boring the higher performing kids (who may also learn to resent the teacher or class or other students for ‘holding them back’) OR the class tries to incentivize the lower performing kids to get better on their own by keeping pace with the higher performing kids — risking frustration and resentment for the class among the lower performing kids who can’t catch up without additional aid. You can also provide additional aid through the school directly to those kids, and many do, but an ounce of prevention is worth a pound of treatment. Not to mention additional class room time for individual students at such a young age would mean having to cut into their time for other classes, which itself can be detrimental, or make them feel ostracized for their ‘special treatment’

In other news it’s not gaslighting your pets to mix their medication in with their treats

Once a little boy went to school. One morning The teacher said: “Today we are going to make a picture.” “Good!” thought the little boy. He liked to make all kinds; Lions and tigers, Chickens and cows, Trains and boats; And he took out his box of crayons And began to draw.

But the teacher said, “Wait!” “It is not time to begin!” And she waited until everyone looked ready. “Now,” said the teacher, “We are going to make flowers.” “Good!” thought the little boy, He liked to make beautiful ones With his pink and orange and blue crayons. But the teacher said “Wait!” “And I will show you how.” And it was red, with a green stem. “There,” said the teacher, “Now you may begin.”

The little boy looked at his teacher’s flower Then he looked at his own flower. He liked his flower better than the teacher’s But he did not say this. He just turned his paper over, And made a flower like the teacher’s. It was red, with a green stem.

On another day The teacher said: “Today we are going to make something with clay.” “Good!” thought the little boy; He liked clay. He could make all kinds of things with clay: Snakes and snowmen, Elephants and mice, Cars and trucks And he began to pull and pinch His ball of clay.

But the teacher said, “Wait!” “It is not time to begin!” And she waited until everyone looked ready. “Now,” said the teacher, “We are going to make a dish.” “Good!” thought the little boy, He liked to make dishes. And he began to make some That were all shapes and sizes.

But the teacher said “Wait!” “And I will show you how.” And she showed everyone how to make One deep dish. “There,” said the teacher, “Now you may begin.”

The little boy looked at the teacher’s dish; Then he looked at his own. He liked his better than the teacher’s But he did not say this. He just rolled his clay into a big ball again And made a dish like the teacher’s. It was a deep dish.

And pretty soon The little boy learned to wait, And to watch And to make things just like the teacher. And pretty soon He didn’t make things of his own anymore.

Then it happened That the little boy and his family Moved to another house, In another city, And the little boy Had to go to another school.

The teacher said: “Today we are going to make a picture.” “Good!” thought the little boy. And he waited for the teacher To tell what to do. But the teacher didn’t say anything. She just walked around the room.

When she came to the little boy She asked, “Don’t you want to make a picture?” “Yes,” said the little boy. “What are we going to make?” “I don’t know until you make it,” said the teacher. “How shall I make it?” asked the little boy. “Why, anyway you like,” said the teacher. “And any color?” asked the little boy. “Any color,” said the teacher. And he began to make a red flower with a green stem.

~Helen Buckley, The Little Boy