#i am not a teacher for you

[mxtxfanatic]

Your reading compression skills are embarrassingly poor and several of your character analysis are subpar at best because it seems you take most things at face value and interpret the plot, details, and characters as black and white.

Literature is art and while art can be black and white, MXTX’s work is the type that is intentionally ambiguous and an array of blended colors. She does a great job of creating plots and characters with extensive levels of depth and complexity as well as humanity.

I hope one day someway somehow you develop better understanding of subtexts.

Oooh, over 24 hours this time? Thought you gave up.

[colourmornings]

Quick note on Charles's speech for fic writers or anyone interested, really.

Charles uses tag questions, where he ends a sentence with a question, doesn't he? I see a lot of "innit" thrown at the end of sentences, which is right, sometimes.

There is unfortunately grammar. First off, if the main verb is negative, the tag will be positive, and vice versa.

When the main verbs in the sentence is a form of "be" or a modal verb (must, could, would, have, will, can, do etc), he's going to repeat that same form at the end of the sentence. An exception to this is a positive main verb of "I am" in which case the tag will be "aren't I?"

"[You're] Not going back to hell, are you?"

"I wouldn't wanna be dead with anyone else, would I?"

"No, we're not going anywhere, are we?"

"Well, I can't see where you're pointing to, can I?"

"We don't want a repeat of the infamous puppy debacle of '94, do we?"

He uses "innit" a lot less than people think, I think. It took me a while to find examples of him saying this, I ended up having to search a transcript. It follows the same rules as above, except the subject is always a thing, or the pronoun "it," and the main sentence is positive, so that the tag can be the negative "innit" (isn't it). *Edit* "innit" is not used as a question! It's mainly used to reinforce a talking point! (Thank you @elizabear). While the other tags are like rhetorical questions, this one is flat tonally and can end with a period, too.

"Boxing's a gentleman's sport, innit?"

"Magical void, innit?"

"That's the injustice we fight, innit?"

When the verb is not one of those above" he uses a form of "do."

"Well, that sounds a lot like you, doesn't it?"

"Wanna keep things professional, don't I?"

Charles also ends a lot of sentences with just the word "yeah."

"Psychic thing makes case work go a lot faster, yeah?"

I am usamerican, but I have a masters in Linguistics. People who actually use tag questions, though, please add on or correct me!

[buttercupshands]

I started drawing this next day after I finished Act 6

13 or so days and it's finished!

Main things are traditional and Loop's body was edited digitally after

Unedited it looks like this

I've been torn on how to do Loop's body for the entirety of lining, also

A bit sad the main lines are visible only as a wip, most of this thing is literally just a ton of sharp lines

I think it's also my first day of drawing, Loop is just a sketch here (feat. my leg)

I even finished the beans before it so they were a moral support, because if you let me things like this take a year

[chaoticfandomthot]

Teachers don't want you to use wikipedia because they know you'll stop listening to them because wikipedia is so much sexier and smarter and cooler

[theroundbartable]

Arthur: I'm tired

Merlin, who hasn't slept in 72 hours and has his fifteenth coffee intus: maybe you should go to bed

[chemicalarospec]

one of the posts on this website that haunts me is the one that claims neurotypicals instinctively know to read faster by reading the first and last paragraphs of an article and then skimming it if confused. I can't even begin to understand how someone would form such a bizarre belief.

[gatekeeper-of-witchcraft]

thinking about the cycle of: women do better in school - more women become teachers - men are socialized not to listen to or pay attention to women - men do worse in school

[starcurtain]

One thing I wish I'd see more of among Ratio fans is some thought about how he views himself as a teacher.

Like yes, of course he refuses to compromise on the quality and rigor of the education he imparts, and he would find it unforgivably unethical to lower his standards in order to pass more students who had not genuinely learned the material. This is core to his character.

However, as someone who is a teacher IRL, I know the absolutely miserable feeling setting that kind of standard can cause. There's the obvious disheartening sense of disappointment ("Are students these days really not capable of doing the work correctly? Is our future in danger, if this is the highest level of understanding our current generation of students can achieve?"), but even worse than that is the self-doubt.

"Is this somehow my fault? Am I not teaching this material in the right ways for the students to learn? Is there something I could have done differently to get through to these students? Would a better teacher have a higher passing rate?"

We know that Ratio does (or at least did) struggle with feeling inferior to the Genius Society, so I think it is also likely, as much as he absolutely will not budge on his academic standards, that he has doubts about his teaching ability as well.

This is the man who wants to educate the entire world to cure the disease of ignorance, and yet only 3% of his actual students are able to get there. How can someone who gets so few of his direct students to a state of enlightenment hope to enlighten the whole universe? If so few students are successfully learning the material of a given class, doesn't that mean the teacher is doing something wrong?Would a better teacher--would a genius, maybe--not be able to impart their knowledge more efficiently and educate even the most challenging of students?

As someone constantly struggling with that balance between keeping academic standards high while also meeting the needs of today's students, I think the passing rates of his courses must affect Dr. Ratio much more deeply than I've seen fans discuss. I think he would question himself harshly over his class success rates, and I think he must be constantly trying to push himself to become the best teacher he possibly can be.

tl;dr: I hope one day the HSR fandom will stop sleeping on the fact that Ratio is an actual practicing professor who probably has astronomical levels of teacher angst. 😂

[gracekraft]

ah bless, my secret Pearlmethyst moms BG characters made it into the final Clone High Ep

[sagefauna]

Hey everyone! Sorry I was gone for so long, I was busy with a project in another fandom. But I want to come back to drawing a mix of my interests again! Here's a watercolor Monomon :)

[biggestwilliamfinnfan]

good morning fun fact i am not normal about them in any capacity

[iamhereinthebg]

I had a vision

[theinfamousnumbereater]

“are you a real goth?” okay Ebony Dark’ness Dementia Raven Way, calm down.

[puppetmaster13u]

Prompt 268

Fright Knight sighs, running a clawed hand through his hair in an attempt to stop the flames from flickering into being. It had been far too long since he had taken a human-ish form. His human-ish form. Ugh. He didn’t exactly care for his human form after so long as a ghost, but needs must he supposed. 

Especially with the whole, we’re going to punch a backdoor into the literal daycare part of the Infinite Realms and be surprised when literal toddlers go exploring. 

Well, at least it got him off of guard duty for a bit, which was relieving. Not that he didn’t love the darkness, but it got boring in the shadow of his sword for literal centuries with nothing else happening. He was a warrior for Realm’s sake! Borderline an Ancient in both power and age! He wasn’t meant to stay so still for so long. 

So while ghostling wrangling wasn’t exactly in his area of expertise, he could definitely gather them back up to the Realms. And deal with the curs who had decided to attack literal babies. 

The Daycare area was already understaffed due to just how large it was, and the one in charge of this section had practically sobbed to the Council (In another world they would have been put on hold for a century in line for their concerns, and then more once a Sarcophagus was opened, but they had told the other ghosts in distress, causing others to let them go up in said line) how they were almost certain they had felt at least one core form Outside the realms thanks to the breach. 

Which had understandably put everyone at an uproar. 

So here he was slipping between shadows to do reconnaissance and take stock of if any Ghostlings had left the city. And gently scruffing those he comes across in exasperation because what are you doing, ghostling? Look at the mess, what would your caretaker say? 

[mamaclownhunter]

I would like to put in my ADHD Shen Yuan rambling.

I have been obsessed with this idea since I read Shang Qinghua referring to SQ’s Qing Jing Peak as a daycare for kids with ADHD (sevenseas translation)

Once upon a time my ADHD ass taught kids and my classes were also referred to similarly.

Let me tell you what that looks like. It is a teacher unbothered by a storm of children who listen to instructions like a swarm. It is parent wondering how the hell you can keep their attention for longer then ten minutes, it is kids who retain information faster then most other kids. It is for once your brain and the world around you are the same speed. Bc you can be having two seperate conversations while one kid is stalking you from behind trying to scare you and you are making silent plans with another kid behind him to jump scare him instead.

Endlessly creative kids that keep you on your toes and being able to retain and be ready for anything they throw at you.

It is SQ both unbothered by whirlwind kids and recognizing when their attention is waning to gently nudge them into a new gear. It is SQ paying attention to his students and recognizing their needs bc his was met/weren’t depending on how you are projecting his coping.

He can tell when a kid needs to fidget he gives them something to write or play. When the kids are having a hard time listening he adds little movements for them to follow along with.

Stretches are filled with talking and engaging with one another. Passions are followed and encouraged. He also talks a bit faster than OG!SQ. Not super fast but fast in a way kids kind of cling to.

He is a bit of a fucking need so he is taking the opportunity to be elegant and fluid so he is always bellowing his robes, making sweeping gestures with his fan, playing with leaves in the air. The visuals leave the kids staring.

He doesn’t punish kids when they get that urge to run- instead he just lets them. Tell them it is training. Sets up courses for them.

He is firm and strict about enough to not let it be destructive- but also redirects it. If you are going to fidget practice your calligraphy or your qin hand positions.

If you are going to keep your head down, at least be copying the book we are reading.

If you are going to be a little faster then the other kids then walk off to the side, take your manual and try the next section, or you can help me with another.

If you are having trouble at least ask me for help or one of your peers.

That being said Neat freak Luo Binghe was having a time living with the man 90% devoted 10 parts wondering how his Shizun somehow hat 10 cups of tea around the house and seemed to always remember what page he left his book on after Binghe accidentally put it away bc there were like 5 books out and he wasn’t sure what his Shizun meant when he said he was reading all five at once but hadn’t touched any of them three days. Or how his Shizun could go off for three hours about one topic he over heard while in town for a hunt- and the next day be stuck on not being able to retain anything from the An Ding reports that were sent to him.

[onelineinthesand]

An Open Letter to Neil Gaiman in the wake of the Allegations

Mr. Gaiman,

There's a likely chance you will never see this, so this is as much for my fellow heartbroken fans and for myself as it is for you. Many of us feel the need to process this in the spaces we share--the spaces where we so often shared our love and admiration for your work: for the worlds you created that we have shared, enjoyed, and explored together. My name is Cassie. I'm a teacher. I too am a storyteller, a wordsmith, a lover of knowledge. I teach mythology, history, and ancient languages--subjects which I saw woven into your writings. It is my joy and privilege to share these subjects and my passion for them with young minds, just as it has been yours to share your love and passion through your mastery and craftsmanship with words and the research you wove into the words you built.

Why do I point out these similarities? Because while we are not the same, we share a great responsibility. I inspire young minds, and in turn, there are times when I see the admiration in my students' faces. Some of them look up to me. They see me as a source of knowledge, wisdom (though god knows I don't have much), and stability. They rely on me to create a space where their curiosity and enthusiasm can flourish. I see the way some of my students light up when they see me, how they love to share their discoveries with me, and sometimes they gift me with their precious trust.

It would be easy for me to lead those students where I wanted. The ones who look at me with trust and excitement in their eyes when I affirm them-- the ones who see me as someone to admire, someone whose praise they want to earn. Because they are young and impressionable--yes. But also, because I have been gifted this role in their lives. Some of them would be excited if I invited them to a personal dinner at my house. Some of them would see that as a reward to be desired, would be eager to go on a drive alone with me.

And yet, I suspect you know that it would be wrong for me to give my students special alone time or special gifts. That it would tarnish the safety of my relationship with that young person. That it would open them up to exploitation at my (or another teacher's) hands. Even if I mean well, it teaches that young mind that special alone time is okay, and that they can accept it safely. A young person who is taught that such attention is safe, who receives that attention--that one on one praise and affirmation--may cast aside their doubts or worries and chase after it, craving the promise of being unique, of being chosen by someone they trust and admire.

It is my job to teach them that safe adults--safe authorities--will never offer or ask for that, will never put them in a situation where they have no other safe adult or authority in their confidence regarding their relationship with you. That they must steer clear of the promise of "special" attention from an authority like that.

You, Mr. Gaiman, are the man against whom I warn my students.

You were given a precious gift. You were able to bless countless young minds with the experience of a fantasy world, of mesmerizing stories that inspired their imagination, made them laugh and cry and dream. Young people admired and idolized you, and when they came to you at fan events or crossed paths with you, they saw you-- just as my students see me--as someone whose praise and attention was to be desired.

You took that trust, and you used it to your advantage. You saw a young soul that looked at you with admiration of a student, of someone who wants to learn from you. You used that innocence, that ignorance, to take pleasure for yourself at their expense. There was a power dynamic between you and your fans: young women who wanted to be close to a person they admired--who believed you to be wiser, smarter, more gifted than themselves. You did not honor it. You did not treasure it. You used it. And you used it again and again and again.

Mr. Gaiman, I believe your victims. But please understand. Even had you not ignored their "no"-- even had you not gone to physical extremes that caused them harm and trauma, even had you only engaged in what were (according to the law) permissible sexual relationships -- in my eyes, you would still be reprehensible.

I am a teacher. It is my job to protect these young minds. If my students ever ask about or speak about you, in my classroom and in my school as far as I am concerned, you will be nothing more than a cautionary tale. You will be the example of a man (or woman) whom I must teach them to regard with suspicion. You committed an act which I consider most disturbing for a person of my profession. You used the precious, beautiful trust of a young mind to your own gain.

I hope that your public reputation is so damaged that no other young woman will venture into your snares again. But if someone does, please read my words.

When you see that starstruck look in a young person's eyes, see the joy and admiration, remember this: She sees you with the eyes of a child; the youthful excitement of meeting someone who is, in her mind, greater than her.

Nurture and protect that young mind. Model how a true leader responds to trust. Be the sort of man who deserves that admiration. Remember that the look in her eyes is its own reward. Be sure that she knows there are no secrets between you, that she is never alone with you, and remember-- when someone admires you that way, no matter whether she is of legal age, she will always be as a child before you.

As someone who fosters young minds, I am profoundly disappointed in you.

You do not deserve a second chance. But if you ever get one, do better.

Sincerely, A former childlike admirer of your works