#i strongly encourage you to develop a sense of curiosity and wonder for any and everything

[danothan]

How did you learn to draw so well?

50% developing an artistic eye, 50% practice

i’m being so serious when i say this is the most overlooked step in any creative process:

[where-s-all-blue]

Okay so I've entered the Alabasta Arc now (I am actually pretty close to the climax in my rererewatch) so here's some thoughts:

Reverse Mountain:

I personally adored the mishaps the crew has on their way to the GrandLine, and the entire reverse mountain is very intriguing to me to this day. One day, I'll figure out just how on earth that thing works.

Laboon's story, tear jerking, absolutely devastating. Luffy being able to talk sense into a WHALE tells all you need about his ability to befriend beings. He also was the first one to hear Laboon, foreshadow for his later on found ability to Hear All Things or Haki?

Whiskey Peaks:

Ahh the time Vivi tried to be a villain. And Mister 9 is an absolute sweetheart. Honestly they made a pretty good team even if neither of them actually knew how fighting works. Personally I would've loved to see more of them, Mister 9 and Miss Monday seemed like interesting characters.

I keep forgetting about Zoro having supersonic speed in these, I kind of miss him just disappearing only to reappear right in middle of the group to mock their reaction of looking at the place he just was sitting on. The speed of him and his ability to momentarily cut through things he later on can't pretty much just tells you that he does have it in him, but it just isn't conscious thing yet. Also unconscious usage of haki spotted?

Vivi being The Vivi Nefertari is one of the more interesting and intense sequences in the pre-timeskip era, even if it takes less time than for example the Arlong Park does and shows just how devastatingly strong both Luffy and Zoro are. I can't believe that these idiots would retort to a fist fight mid battle.

Mister 5's ability is very unhygienic and I'd like to drown him in sanitizer, Miss Valentine needs to be silenced forever, her laughter creeps me out and she honestly doesn't add any value into the conversation. This is a duo I'd like to murder slowly.

Igram blowing up still gets me, the reactions of the characters, the devastated facial expression of Vivi, the sound design, the shocked looks, it's just so well executed.

Vivi's reaction of mixed feelings regarding Miss All Sunday/Robin, albeit just, is very confusing for me. I remember when I met her the first time and all I could think of was "She's a nice person" just based on her facial expression and the words she used.

I forgot that Luffy broke the eternal log pose Robin gave them. Not because he didn't trust her but because the choice Vivi would've been forced to make after the shock of loosing Igram would've been too much. Also because he didn't want anyone to dictate HOW they get there, he's the captain and as such it's his job to make the final decision, he also appears to have been convinced that this way Vivi would be safe.

Little Garden:

Aah, Little Garden, the island I'd simultaneously love and hate. Love because dinosaurs, hate because loud and probably insects large enough to use me as a quick caffeine filled pick-me-up. I might have a problem.

The fact that I can understand the thought process of these giants concerns me greatly. Is this the power of the Monkey Brain?

Mister 3 would be an amazing character if only we could see his self proclaimed genius in action and hear him go through plans etc. I feel like he's just trying to compensate on his lack of battlefield knowledge and experience. Miss Golden Week is highkey a mood and I love her. I, too, want to paint whatever I want and get paid for it.

Zoro actually started to hack through his own leg because he wanted to fight so badly, what a mad lad. Usopp honestly is flexing with his quick thinking and reflexes here. We love that for him. Go you funky little sniper.

Luffy might've used observation haki instinctively in the Mister 3 crowd.

Sanji managing to outright fool Crocodile to believe that he is Mister 3 indicates that Crocodile has never heard the voices of his underlings before and just assuming that the man who answered is Mister 3. The two also apparently have similar sense of humour. That Crocodile is aware of based on what Robin has told him.

Sanji both taking down the Unluckies without any hesitation nor stopping to think about where they came from really tells volumes about him. He also apparently lied so convincingly that Crocodile was 100% sure that it was Mister 3 fighting Luffy and not a chef beating up his long distance murder pets.

Nami was bitten by a bug, which was the carrier of a rare, nearly dead disease. Based on the amount of time one would usually need to wait for the sickness to develop, I'd say that they were about a week on the ocean before Nami developed the fever.

None of the crew members, Vivi included, thought about doing a full body check on her to see if there were any other symptoms than fever, ie her body actively fighting against the infection/sickness. Also her sickness isn't apparently something that spreads, so it's very unlikely for it to be virus based or spread similar to flu.

Drum Island/Sakura Kingdom:

Nami is capable of sensing the weather, and act upon her feelings, under 40C fever. If I have any level of fever, I am rendered near vegetative state until my fever either goes down or raises past certain level. What I'm saying is that Nami is some sort of Goddess or superhero because of being able to do anything with that fever.

Vivi needing to think about whether or not she can afford waiting extra days for being taken to Alabasta or to change the course to find a doctor is one of the stupidest things ever especially since the person who is sick with such a high fever happens to be the navigator.

Warm welcome by residents is warm. And by warm I mean freezingly cold. I can't believe that Luffy thought about yelling to the person before Vivi bowed her head prompting Luffy to do the same (though heavily "encouraged" by Vivi). Vivi saying that Luffy isn't fit to be the captain reflects very strongly her own views and beliefs, but she keeps forgetting something very simple, yet important. Background. She has no idea about Luffy's past nor how he grew up, she hasn't been long enough with the crew to be able to tell just why people follow Luffy, nor is she aware of how he communicates with people. She doesn't realise that when it comes to Luffy, humility isn't a word to describe him with nor that he would be able to set his own pride aside just yet, Luffy is a 17 year old, a mere child, who has just set out on the sea few months ago, who only knows the harshness of the world, where to survive, you must take things with force or be aggressive. She also isn't familiar with Luffy's way of helping others and going all in no matter the situation.

It's interesting to see how from the time Vivi is with them, Luffy is clearly paying attention to how she does things and how she presents herself, the mannerisms and the likes. It's not as clear idolisation and wish for being equal/better than someone as it was with Katakuri's use of haki, but he is striving to learn. If not because he acknowledges how important manners and humility are, but because it makes things easier on certain places. He especially starts to pay more attention to it once Ace joins them.

By the way the sickness Nami is struck with? It's most likely the same as the one that cost the life of Captain Yorkie of the Rumbar Pirates. After all, the ship doctor couldn't heal it, he didn't know how to, he could only prolong his death for a little while, few days max.

Chopper is a joy to have around and I'd physically fight Doctor Kureha at first sight because WOMAN! YOU'RE NOT SUPPOSED TO BE ATTACKING YOUR PATIENTS JUST BECAUSE THEY GOT OUT OF THE BED! What if they need to use the restroom. I don't care if you're a youthful 139 year old lady, you can't just do that. Also how the hell are you still able to move that well? Most people I see start to slowly loose their mobility at 60 as their joints are starting to wear out causing pain and their muscle mass is lowering due to the inability to move as much as during their prime.

I am surprised that a reindeer even cares about something like a blue nose. The devilfruit thing? Yeah sure, but not the blue nose. These local reindeer are dicks with human level of obsession to look like the "norm". News flash, there is no default anything. Your appearances are purely dictated by a set of genes that decide to either activate or deactivate as they please without any warning and genes can skip multiple generations. That's why I apparently look identical to my great grandmother.

Nami is kind towards other women and animals. Men not so much, my assumption is that she is carrying a trauma from the Arlong time that she hasn't yet processed and as such she is even now a bit guarded against the rest of the crew.

Hiriluk's character is closer to that of a mad scientist or a very enthusiastic chemist who keeps forgetting that people aren't test subjects. His curiosity and and enthusiasm are something to strive for even if his methods are questionable, all he does want is to bring people sense of hope, wonder and awe. Though I can't help but to wonder about his story. The thief (him) having a serious incurable heart condition and seeing cherry blossoms that cured him. A metaphor for his past self being relentless and uncaring while thieving, but the indescribable beauty of the scenery he saw changed his heart to be more generous and kind?

Hiriluk's death is one of the most important ones in the series if you ask me, it defined Chopper and who he became; Doctor hoping to be capable of curing any disease there is.

[roxannarambles]

Roxy Rambles About Mystic Messenger (& mostly 707)

So, last year, I saw one of my online friends posting screenshots on their twitter. It looked like some kind of chatroom, but their tweets referred to it as a game, so I got confused and asked them about it. They explained it was actually a phone game-- specifically, a story-focused dating game aimed at a primarily female audience, also known as an otome. 

(click below for full post. Caution: contains major spoilers for Mystic Messenger, as well as opinions. oh gosh. opinions oh no.)

Amused, I downloaded the game just to satiate my curiosity. And what I found was pleasantly more engaging and well-done then I had expected. While I wouldn’t call the writing of Mystic Messenger to be consistently fantastic-- there are ups and downs-- there are definitely plenty of spots that are downright poignant.

There’s a cast of characters to choose from, of course, as these games go, and you can choose to date them one at a time to play out all the endings of the game. First I dated this young college boy who was addicted to gaming, and who had never dated before and was still struggling to adjust to living alone now and being a new adult. His gaming addiction sprung from his depression and general sense of aimlessness at what he wanted to do in life. Honestly, there was a lot to relate to with the character, and I feel like the storyline was, for the most part, thoughtful and maturely handled. 

Next I dated the female character, and much of her storyline and character development was very engaging and even poignant as well. She worked as an assistant for a major company and was deeply overworked and unhappy in her job but felt kind of trapped in it and lacked confidance to break away. You become her friend and confidant and cheer her on and encourage her and she eventually gains the self-knowledge and courage she needs to find her own path in life. Again, so much to relate to and so many great messages there. I genuinely enjoyed it.

There’s certainly some aspects of this game that were not written quite so well; sometimes the drama really went over the top. This is especially the case with Zen’s route where his abusive family was hypercontrolling over his life because he was . . . too beautiful? I found it rather silly. There’s a LOT of abusive family/tragic backstories that went a little over the top in these stories, but I suppose the soap operatic mellodrama is supposed to be part of the appeal.

Despite those weaknesses in the writing, it does not disguise the strengths, and when they shined through, they really shined through; with dialogue that usually felt very natural and on-the-mark and some really great moments.

And then . . . there was 707.

This is the character I ended up liking too much. You can’t even date him until you earn enough of the in-game special currency to unlock his route (or spend real money). He was swathed largely in mystery as a hacker who kept his privacy and a lot of secrets. His presence in the chats mainly consisted of adding a hyper, cheerful, goofy presence, joking about, being good-natured, launching the occasional prank campaign (which at first I perceived as needlessly cruel, but as time went on the tone in which it was intended was further revealed; the same could be said about Jahee saying very nosy and cruel things at times about Yoosung, etc.) and babbling about his passions (which largely consisted of cars, cats, and Dr. Pepper).

And yes, I ended up liking him the best. One of the best things about the game was the phone calls you received from the characters. They were generously long, well-written and well voice-acted. You actually get to know the cast of characters very well that way. When I initially hated Zen because of his narcissism, he called me during other routes and I learned a lot about him that way and found out he was actually a good guy (they just perhaps oversold the narcissism to a ridculous degree at times). Same for Seven—you knew so precious little of him, but his phone calls on other routes revealed just a tad more, giving you a flavor for his presence that transcended the relative lack of information. He especially became involved during the latter part of the story routes, when the action and danger elements of the plot kicked in and he was tasked with trying to keep you safe.

Ahhhh, I don’t know. I’m trying to recall the moment I decided he was the best one, but I can’t. I do remember the way he signed off his phone calls was always charming as heck. At some point I decided I would date the nerd as the last one, because that is how I wished to finish it, as he was my favorite.

I wasn’t entirely stupid, and I caught the hints in the game at a very angsty and dramatic backstory for him. So I knew it wouldn’t be all fun and happytimes, but he was still the best one to me anyway. And it was fun to spend time speculating on his mysteries while dating the others.

Over my winter break I got the Christmas DLC to noodle around with before continuing with the main story, since it ‘twas the season. They let you date anyone in that short little sidestory. I had not selected anyone in particular when I started but it rapidly became obvious there was no way I was going to do anyone but him, as I was too impatient. After that, well, during the main story I was SUPPOSED to do Jumin’s route first. That had been my intent. And I started out that way! But I quickly abandoned it.

Seven, like the others, has things that are easy to relate to. In his case, I found his energy, playfulness and optimism even in the face of darkness to be highly relatable. He was actually very depressed and had seriously negative self-perceptions and had a very painful past. But he was both positive and negative at once. And I know that experience. To be both optimistic and deeply pessimistic; to be both cheerful and playful yet also in so much pain. To like yourself but also to hate yourself quite strongly. It does not make much sense, but you can be both at once, and it has been my case for many years. The playfulness and antics helped Seven to stay bouyed above the ocean of pain, to survive, and I feel at times like that is what keeps me afloat too. We differ in that I tend to gaze directly into the dark pit of my despair far more often than he did, while he tended to do everything he could to pretend it did not exist; yet still, there’s much to relate to and understand.

And there’s much to admire. Because while part of it may be escapism from pain and failing to cope with your sense of sorrow or emptiness, a sheer coping mechanism that is not truly coping, it’s also . . . admirable. Because part of it is truly, genuinely who you are: a happy, optimisitc person, who manages to hold on to some of that spark and cheer and refuses to let it be consumed by the black. You still cling to joy. You don’t forget how to have fun. You are . . . incomplete, but at least you are still fighting, still searching. To keep that spark alive? That is so brave.

And I love him for that, and for his weirdness. He loves the funny and the weird and the wonderful, and he’s imaginiative. Perhaps fantasy and imagination is part of what lets us feed our spark in dark, cold times. He’s creative and incredibly intelligent and talented. He has hobbies and passions (cool ones!). He is kind and generous and giving to others, always there to help them out. There is so much depth and complexity, not just a surface-level cheap phone game drama. And the voice acting, especially, imparts so much sincerity and life.

Plus, he made me a robotic puppy as a gift. If that’s not the coolest, most sweetest, fantastic way to express your love, I don’t know what is.

I had to go through QUITE the dramatic, angst-packed storyline on his route, because the writers of this game tend to go overboard on that, and I never do well with heavy angst. While I did not enjoy the angst, and it was honestly rather difficult and painful to get through, I was willing to stick it out because of how excellent a character Seven is.

I’m not about to claim Mysme is a perfect game. There are some elements I find downright problematic. When I went back later and played Jumin’s route, for example, I found it pretty disturbing; his “good” ending seems to teach the impressionable young people playing this game that it’s okay if a man locks you up in his apartment and refuses to let you leave-- as long as you’re patient and understanding, he’ll eventually change and become a better person. (Guys? This is not OK.) There’s some crap I could get into when discussing Rika as well, but I think you get the idea that the story isn’t always perfect. 

That said, I don’t expect anything to be perfect, and there are a ton of positives to be found in this otome as well. Overall, I really enjoyed the game. I haven’t played any other otomes, but I suspect this one is a cut above the rest. 

In the end, I guess the moral of my story is . . . try out something new. You never know when something really silly ends up being a lot better then expected.

[lucius-morningstar]

Reasons I ship Bumblebee/Bumbleby

(Re uploading due to some issues sorry for bugging people.) Please keep in mind that these are my reasons and yes while a lot of them might not make the greatest of sense some might not even appeal to you. A few of these I did get from watching a video or reading a topic but a lot of this I try to explain in the best way I can. Enjoy and if you have any you’d like me to throw in for a future topic please don’t hesitate to ask or message or whatever you want. I ask for no hate please if you disagree that’s fine not everyone has to agree with me but please don’t hate or attack because you don’t ship them. —————- Now before I begin this let me go ahead and explain to you that this will be a long journal. This may or may not take some hits from or towards other ships and I may rant and kinda drift off for a moment but let me do my best. It will start off with an analysis of each character and how compatible they are among the other reasons why they should be together. First things first we are going to look at the lyrics of some of the songs. Ones that stand point out Blake and Yang in a sense and while yes this doesn’t really prove much to the ship being canon but it already points out a few significant points to the characters as a whole. I will not take the Bmblb song into consideration because it was denied to be a song towards that ship. Whether it’s denial to stop fanbases from fighting or genuinely true is for us fans to consider but I will not add it in here as a bit of proof on my end. Red like roses fills my dreams and brings me to the place you rest White is cold and always yearning, burdened by a royal test Black the beast descends from shadows Yellow beauty burns gold While this is the lyrics to Red Like Roses Part 1 it actually goes into a bit of detail of each character with only just a few words. Of course we’ll be focusing on the third and fourth verse. Black the beast descends from shadows and Yellow beauty burns gold. Thus giving away Blake and Yang. Now we all know who Blake and Yang are suppose to represent within the fairy tail world. Blake is meant to be belle from beauty and the beast while Yang is meant to be goldilocks not a great connection I know but when you dive further into the story itself you see there is far more to Yang then simply beauty just as there is far more to Blake then dark and mysterious though it suits them both just as well. There is also a song on the v1 volume known as Wings. Which if listened to could be directed to Yang talking to Blake. However this is just for speculation it isn’t confirmed either but if you listen to some of the lyrics here it kinda makes you think. However I am more or less taking this bit here from a youtuber known as RarityDash. https://www.youtube.com/watch?v=hHLCU9a0KKI (Go to 2:53 if you want to hear his side or listen to the whole video.) A lot of these will come from other people’s perspectives too so keep in mind I will try my best to give credit where credit is due. ———————————— Now with this introduction lets get to know each character personality wise. Looking up Yang’s information on her personality this is what we get, Note it will not be the full personality because it dives into v3 and I’m trying to focus on what we know around v1-v2. And yes I know a moment from v5 is kind of in here but it might help along when I forget. Yang’s voice actor, Barbara Dunkelman, has said that when Yang’s character was described to her, she was described as “the kind of person who would teach someone how to swim by pushing them in the water”. This speaks volumes about how Yang approaches most things in life. She is very straightforward and confident. Yang is also described as being a cheerful, energetic and bright young lady. She is arguably the most flippant, carefree and adventurous member of her team, frequently making sarcastic comments and jokes even in the heat of battle and often taking combat and hostile situations lightly. Yang is very sociable and extroverted, even in unfamiliar situations. Blake considers Yang the personification of the word “strength”. However, Yang’s “brawler” fighting style is evocative of her personality. Her anger, one of her main assets in battle, can lead her to act predictably. —- As it states Yang is more or less a down to earth confident young woman with a cheerful attitude and a straight forward sense of direction. She is also a huge extrovert but like many she has her faults. One of which is her anger that as stated can lead her to act predictably. It causes her to run head on in the face of danger not thinking before acting which we’ve all seen where that leads. But I’ll get more into that later, For now lets focus on our next character. Blake Belladonna. —- Blake is described as being “mellow” by her voice actress, Arryn Zech. She displays a cool, reserved, and serious personality most of the time but does not lack a humorous side usually in the form of dry wit and sarcasm. Blake is a righteous person, respecting other people’s lives regardless of whether they are Faunus. She strongly despises those who judge and discriminate based on racial prejudice. Blake is outspoken, going so far as to indirectly insult the Schnee Dust Company in front of its heiress and defend Faunus of any kind. Blake is shown to be an introvert. Though she reads books to distance herself from the discussion at hand, as the series continues, she is shown to be more facetious and friendly. Blake appears most conversant when discussing the history and plight of her people. As a Faunus, Blake has faced discrimination in the past and wears a bow when around humans in order to be treated for her character and not her species. However, despite having no hate for Humans, she has seen how the real world works and wonders how she can undo so many years of hate and pain. —- As this personality information states Blake is more or less closed off and always hidden. She prefers to keep to herself and likes to keep her past in the past. Because of all the years of pain she’s had to go through both by human and faunus Blake has major trust issues, even with other faunus (Like Velvet or others) Blake comes off as kind of a well as the post says an introvert, Blake has no desire to make friends or get close to anyone she just wants to become stronger and find a better way to figure out her life all while running from her past. She prefers to be by herself and in this is where things start to get a little interesting to me. —- V-1 & V-2 analysts: Blake and Yang’s introduction to one another and their development through v1 and v2. Now to get off upon Blake and Yang’s very first meeting is more or less. Stiff I guess would be the best way to put it. The one character that actually brings the two together is Yang’s younger sister (half sister) Ruby. Wanting to encourage her sister to make more friends Yang tries to converse with Blake as she reads. Yang tries very hard multiple times to get Blake to open up and make conversation, going out of her way to compliment everything about her but it is ultimately shot down just as many times as she tries. After growing frustrated she proceeds to tell Ruby that she’s a lost cause. This is within the first episode of all of them meeting keep in mind these episodes we’re insanely shorten the beginning of it’s run time. Now lets go to the first initiation, where the teammates are meant to find their partners on their own being sent off into the woods one by one and the first person they make contact with is the first person they’re destined to be with for the next four years. We see Yang looking for anyone but is intending to try to find her sister Ruby but instead finds a few rather agitated Ursa who waste little to no time starting a fight with our lovely blonde heroine. Upon fighting the ursa the first one is taken out with little to no problem up until it cuts her hair which Yang ends up going on a rampage and destroying it within seconds. Taking out the second was easy an she was pumped to take out the third only for Blake to come out of nowhere and take it out for her. Yang implies she could have taken him and honestly I think Blake knew that. So here’s where my curiosity gets the better of me lets skip back just a little. Now skip back a little a few seconds back into the video and before Yang finds the ursa you see something shift past the screen. That something if paused at the right time is more or less identified as Blake. Now here’s something that interested me, Yang openly admitted that Blake was a lost cause the very night before, Blake showed little to no interest in talking to Yang and going out of her way to ignore her kind actions as best as she possibly could. Yet Blake is following Yang willingly stalking her until the perfect moment. Blake could have very well picked anyone else but she chose to be Yang’s partner. She witness Yang take on an ursa by herself, witness her anger get the better of her and that alone should have been a red flag to find someone else but she chose to stay and chose to reveal herself to Yang. Chose to be her partner, right off the bat something is off here. Blake was made out to be an introvert who wants as little human interaction as possible or at least as little interaction with people as possible. She didn’t come to beacon to make friends we find that out later on so why choose the second most friendly and outgoing person in the bunch. One who is the complete opposite of her in almost every way where Blake prefers the dark, Yang shines in the light and where Blake prefers to be alone, Yang prefers to be in the crowd. These two are more opposite then you can get and yet somehow they make it work, Blake even smiles a few times at Yang’s rather dorky yet sometimes slightly oblivious behavior. So my question for this is what made her pick Yang over anyone else. She could have chose Weiss, the two would have avoided each other barely became friends or chose Ruby someone who of course wants to be friends but is too shy to really be open and talk about anything other then books which probably would have settled better with Blake. (NOTE: This is more from an idea on how I think Blake’s perspective would be before Team RWBY was even assigned) However she chose someone who actually wants to get to know her and here’s where my reasoning comes into play. ————– Blake was always someone who was judged simply on her looks never one to be approached with a kind nature and her somewhat stiff persona often led others away then towards. Yang however was more then willing to outright introduce herself knowing nothing about Blake but never stopped to try to make her feel like she could be comfortable if that makes sense. Also if we take into account the first thing Yang compliments is Blake’s bow the one thing Blake uses to hide her secret that she feels would change how the people acted around her, as we find out a little later on Blake wants people to like her for who she is not for what she is. Yang right off the bat accepts every part of Blake without even knowing anything about her. Yang while wanting to know about Blake never pushed her into giving away more then she was comfortable with. While Yang is a boisterous character with a somewhat childish personality at times she genuinely shows a great amount of care and respect for the people she meets something Blake probably didn’t come into contact with often. In her eyes out of the choices she had Yang was probably the best choice by far. ————– Now lets go to episode 15 of Volume 1: After a fight with Weiss over a group known as the White Fang, a group of faunus who thrive to make the world better for the faunus but have turned rather dark over the years. Blake accidentally lets it slip that she was not only a member but is also in fact a faunus upon discovering this she wastes no time in leaving for fearing they would not accept her. During their search for Blake, Yang is kinda well not harsh but firm on Weiss for not being more concerned about their teammate. Ruby wanting to know Blake’s side of things while Weiss is quick to judge Yang’s only concern is for Blake’s safety, they’ hear her side of the story when they found her and when they knew she was safe. That was Yang’s first and only concern for the time being was for Blake’s safety. She not only goes out of her way to worry for her saftey but is more inclined to hear her side of the story before jumping to any harsh conclusions like Weiss did, meanwhile Ruby is honestly just trying to be the neutral party wanting to avoid as much conflict between her friends as possible. Eventually she does grow frustrated with Weiss asking if she even cares if they find Blake putting Yang in a more frustrated state of mind but does put that behind her for the sake of Blake being safely found. In Volume 2 episode 1 Blake is staring at her notebook while looking a bit out of it which causes Yang’s once again kind nature to shine on through and ask if Blake’s alright. Again something I’ve noticed with Yang is she tries not to force the situation when Blake doesn’t want to talk but instead of pushing the issue she goes straight to trying to cheer her up. Making her smile and laugh quite a bit in this episode more near the end though I’ll admit it was mostly just a food fight scene so it’s kinda hard to really look into this episode in any other way but comedic. Anyway in the next episode Blake is once again troubled and when she opens up to her friends on what she wants to do. Yang is one of the first to agree stating in a rather odd tone that she says and I quote.“Yes, I love it when you’re feisty.” and Blake even kinda gives a small smile to it enjoying the fact that Yang loves that she’s passionate about something that means so much to her and is enthusiastically wanting to help fight along side her. The tone alone in how Yang says that line however kinda leads you thinking and wondering what Yang really meant and for me it was more of a curiosity as to how often is Blake feisty around Yang that she has to point out how much she loves it. Anyway lets keep going. In volume 2, chapter 4 Blake shows a lot of concern for Yang while she’s fighting against the paladin. Now here’s something that has been also pointed out by RarityDash. Blake was aware of Yang’s semblance, she has seen it in action during the initiation yet still shows a great deal of concern towards Yang when she’s hit. She’s been with Yang long enough to know how her semblance works yet calls out for her like this is the first time she’s seen it. Now comes to the more obvious scenes people have grown to love and that is Chapter 6 of Volume 2, When Blake goes into an all out funk trying to figure out the White Fang’s plans, barely eating, barely sleeping and not stopping to just relax and have fun not only does it worry Ruby but it also worries Yang. While Yang doesn’t show it she makes it clear that whether Blake wants to or not she does intend for Blake to be at the dance one way or another. After a rather amusing way of distracting Blake to follow Yang, she takes her off somewhere alone so they can talk in private. Instead of Yang giving her a hard time or forcing her to relax she opens up to Blake, she bares the pain of losing her mother both her real and her step mom as well as her abandonment issues too. Sharing a part of her that one can only assume she never really shared with Ruby. Her being too young to know any better and Yang being too ashamed of her own mistake at the fact that she had put her and her sister’s life in danger just to get answers. She had opened up a deep wound for herself on how her mother abandoned her for reasons she hadn’t ever got a chance to figure out. She explains to Blake that her selfishness to finding answers should have gotten her and her sister killed, More or less telling Blake that she’s afraid if Blake continues to go down this road it could very well lead her to her death. Blake is-or at least tries to be understand but also gently pushes Yang’s bode aside claiming that she isn’t a child and that show knows better which eventually does anger Yang and in this flares up her semblance. Something else I took notice too that when it comes to Blake, Yang can turn it on and off at any given moment. She expresses a great deal of concern walking up to Blake looking angry before hugging her and telling her that she doesn’t want her to stop she just wants he to slow down for her and for the people she cares about. Her plan was to put her trust out to Blake and hope Blake would trust her judgement enough to give herself a break if only for a night so she could relax and enjoy herself. Yang believed Blake trusted her that much and was willing to give that trust back ten fold just so she’d rest going out of her way to share something that deeply troubled her in hopes Blake would let it go at least for a night. That right there should speak in volumes on how much Yang cares for Blake. Not to mention the scene that happens after their open conversation but this is a scene that really set it for the fans was Yang actually temps Blake by telling her if she shows up, she’ll even save her a dance before winking at her and then walking away. She says and I quote.“And if you feel like coming out tomorrow, I’ll save you a dance.” This scene alone told me Yang was flirting and inviting Blake to join her for a night of fun and no I don’t mean the dirty kind but pretty much asking her to dance with her just came off as a bit more flirty then it should have. This scene didn’t even need to be added but RT threw it in anyway. If there was nothing there or no hopes of anything being there why throw in Yang teasing Blake this way. The talk sure but the flirting was just something they didn’t need to add if they didn’t intend for us to think something like this. Now Blake does go to the dance with Sun but makes it clear her first dance was spoken for which I found odd. Yang said she’d save Blake a dance, never insinuated that he first dance had to be with Yang yet she went out of her way to dance with Yang first and for the rest of the night while Blake’s having fun. Yang just watches, she doesn’t join in, doesn’t dance with anyone else she just kinda watches Blake from a distance. Even when dancing with Sun Blake looks in Yang’s direction if only for a few brief moments before continuing to dance. Now lets go to episode 9 of volume 2. During the teams first mission. Profess-..Doctor Oobleck goes out of his way to ask why Weiss, Blake and Yang want to be huntresses which they give but while their motives are clear they start to slowly question why they’re here, why they really chose it and what their real reasons really we’re. The three do talk it over each expressing their own insecurities on what they’ll do with their career. After hearing Weiss get down from her choices Yang doesn’t fall too far behind, however this kinda changes once Blake admits that she doesn’t know how she’s going to help her people. Yang’s attitude changes right off the bat as she tries to comfort Blake telling her that she’ll figure it out and she’s never one to back down from a challenge. In the second part of this episode (Episode 10 volume 2) Blake is still showing a lot of uncertainty on how she’s going to fix her problems. Claiming all she knows how to do is run which again Yang goes out of her way to make it clear she’ll figure it out. ———————- Now we’re onto v3 and v4 During the fight with Mercury while everyone is clapping Blake is actually the only one out of the team to stand up and clap for Yang (Again this is another part I got from RariDash, a lot will be used from other youtubers and topic post makers but I will be doing my best to add my own into it as well. After the fight with Mercury however and Yang is sentence on lock down Weiss and Ruby show no hesitation in believing Yang when she says Mercury attacked her first even if they din’t see it happen that way. However Blake is hesitate and that alone greatly worries Yang, she fears she is losing Blake’s trust and that hurts her more then anything else, she breaks down into tears almost begging for Blake to believe her. When Blake explains why. claiming “I had someone very dear to me change, It wasn’t in an instant. It was gradual, little choices that began to pile up.He told me not to worry, at first they we’re accidents, then it was self defense. Before long even I began to think he was right. This is all just very familiar..” she finds it hard to believe Yang she goes into detail that she her previous quote on quote partner (Romantic partner at that) had changed so quickly and part of her was afraid to give Yang that trust back in fear she was becoming like Adam. The fact that Blake compares the two of them says a lot on how she felt for Adam says even more about how she could possibly feel for Yang. The fact that Ruby and Weiss saw Yang attack Mercury but we’re still willing to believe her over what they actually saw barely gets any real reaction from Yang because all she wants is Blake’s trust in her. She wants Blake to believe her and the way she says Blake’s name just kinda breaks your heart it doesn’t sound like a friend hurt you no it sounds like someone who is very close broke your heart in a matter of seconds. This alone, the way Yang acts and the pleading in her voice makes Blake second guess herself, telling yang and I quote and is willing to believe Yang even after momentarily witnessing it for herself she is willing to put past what she saw and put her trust in Yang even if she has a slight bit of doubt she is willing to put that aside for the sake of Yang. After explaining her situation Blake then counters with.”But you’re not him, and you’ve never done anything like this before. So I want to trust you. I will trust you but first I need you to look me in the eyes and tell me he attacked you, I need you to promise me you regret having to do what you did.” After Yang confirms that Mercury attacked her first Blake just simply closes her eyes smiles a little and says.”Okay.” She is willing to put her own trust on the line simply because Yang told her so. The fact that she was willing to believe so much after being hurt by someone like Adam again it speaks in volumes on how much trust and care she has for Yang. When the battle for beacon finally does start Blake’s very first action is to call Yang and make sure she’s safe they both continuously make sure the other is okay. Her first concern is Yang and Yang’s first concern is Blake, something I found odd was that she didn’t dial Yang’s number on her scroll she just flipped it open and Yang popped up which brings to question does she have Yang on speed dial lmao sorry sorry anyway back to the topic at hand another scene that comes into play is something that always bugged me and made me wonder why. Upon Blake and Weiss splitting up, Yang doesn’t question where her sister is, her first and only concern is where Blake is. She puts her sister’s safety on Weiss who is very much tired and goes off to find Blake on her own. The fact no one has any idea where Ruby is doesn’t even get to Yang as she dashes off to find Blake. Now here’s something that got to me. Upon Blake and Adam’s fight once Blake is pinned down Adam makes to point out these exact words.“I will make it my mission to destroy everything you love.”  Literally no sooner does he say that does Yang come into view calling out for Blake. Upon seeing Blake’s reaction Adam continues with “Starting with her.” Which given v5’s sudden reveal it is possible that Blake is confirmed to be bi to some extent. Or at least curious. He actually stabs Blake in the gut just to get a reaction out of Yang and the reaction that Yang has when seeing Blake hurt is one that is both terrifying and heart breaking. She screams at Adam to get away from Blake before launching herself straight at him, eyes red filling with tears, hair ablaze and Blake is left witnessing in horror as Yang is easily cut through. Her arm is sliced like fucking butter I kid you not he makes it look too easy and Yang passes out from her aura being completely drained from her as well as probably from the pain in her arm (Or lack there of.) sorry. Adam goes to finish Yang off and despite Blake’s injury she puts herself in front of Yang to try and save her. Now here’s something people have been pointing out. Blake actually managed to make her semblance stronger due to needing to protect Yang. Meaning she not only made a duplicate of herself but quite possibly of Yang as well so she could get away with her. The fact Blake is able to get away holding Yang as well as dealing with her own injury again should speak in volumes. Then we have that heart breaking scene of Blake clutching Yang’s hand saying nothing but sorry over and over again while Yang lays unconscious. Now during V4 a lot of people complained about this but this volume was literally a recovery volume. For people to get over everything that happened at Beacon and to heal from their injuries both mental and otherwise. The ones who had to heal the most we’re Yang and Blake. Blake left in fear Adam would hurt or kill Yang so she went to the one place she assumes Adam wouldn’t think to look back home while Yang has to once again suffer through the fact she was abandoned by the people she trusted most. First she loses her mother, then she loses Summer, then her father goes into his own bout of depression leaving Yang to raise Ruby alone for a little while. Qrow constantly leaves on missions leaving Yang alone with her thoughts. As V5 explained Yang had no one she had to deal with this loneliness by herself. Also while this might not be something really big we can cling too if you to the episode with Yang watching TV she’ll stop and just glance over at a stack of books. Just staring at them for a moment before her father walks in. A lot of people speculate she was either A: Thinking of Blake, B: Thinking of Ruby or C: Just wanting to read. I can go with either first two choices, just figured I’d point that out. While she is dealing with her own personal demons as well as some triggering PTSD. We often go to Blake who is trying to come to terms that because of her Yang got hurt. Her guilt made her run, while it put these thoughts in her head that Yang would be safe if she left. As we delve in deeper Blake does nearly break down in front of her father after he apologizes for worrying about her. If Sun hadn’t come in I am almost willing to bet Blake would have poured her heart out to her father. Not confessing anything just how she felt and how she felt when Yang was hurt how and in v5 as Weiss somewhat put it “Everything she was afraid would happen did happen the second she let those walls down.”  During that time we are introduced to Ilia who had triggered another fear out of Blake when she had hurt Sun. Blake was furious with Sun before she once again poured her heart out. She never asked for them to put their lives on the line for her, she wants them to hate her because she feels like it would be easier to be hated then to be loved, She tells Sun she’s done seeing her friends hurt because of her, admits that every day she thinks about them and listing off each character Yang’s comes out the worst. Weiss and Ruby are equally missed but Yang. Blake comes off as if Yang is someone she misses so terribly that it hurts to even say her name. While yes she does admit that she loves them, all of them. The way she says Yang’s name leads me to believe that when she says “They we’re my friends, I love them like I never thought I could love anybody”. She thinks no- she believes they’d be better off without her that no one can help her and she’s better off doing everything alone, then Sun kinda does something out of character, for someone who has feelings for Blake he actually in my eyes it seems like he willingly admits defeat by saying this. “You think you’re being selfless but you’re not, and yea your chameleon friend got me good. But I’d do it all again if it meant protecting you and I can promise Yang would say the same.” He didn’t have to add Yang into that statement. He could have just kept it at I’d do it all again if it meant protecting you but instead he added Yang to it knowing how much Blake cares for her. Then he goes and adds to it by saying. “ You can make you’re own choices sure, but you don’t get to make ours. When your friends fight for you, it’s because we want too. So stop pushing us out, it hurts more then anything the bad guys could ever do to us.” In my head this is also something that is triggered towards Yang cause once again in V5 we see Yang state that Blake doesn’t have to do it alone and that she needs her as much as Blake needs Yang. ————————- EDIT: I Added a little more I had missed out on. It’s things like these if they’re small or insignificant to you that’s fine. Everyone has their reasoning for why they like something if my reasoning isn’t enough that’s fine. I just wanted to share. Sorry this was long and I’m sorry I didn’t offer pictures. Tumblr and the way it works is still an odd thing for me. But I hope you all enjoy reading it just the same. Also someone suggested I try White Rose next. I just might actually. I know it’s less likely to be canon but that doesn’t mean I won’t try and think of reasons. 

[9storymediagroup]

Creator Profile - Joe Murray, Luna Around The World

We are thrilled to announce the news that 9 Story is in production on the exciting new animated series Luna Around The World for PBS Kids, created by Emmy-award winning animator, writer and artist Joe Murray (Rocko’s Modern Life, Camp Lazlo).

This new multiplatform series will debut across the U.S. in fall 2018 on PBS stations, the new 24/7 PBS KIDS channel and PBS KIDS digital platforms. With a social studies curriculum, Luna Around The World will encourage kids ages 4-7 to explore and appreciate cultures from all over the world, and build global citizenship and social skills.

We chatted with creator Joe Murray, about how this exciting new series came to be, and had him shine some more “moonlight�� on what we can expect from the characters and stories of this wonderful new show.

Let’s dive right in… 

1. How did you come up with the concept for Luna? (The show’s origins story) 

Linda Simensky (VP of Children’s Programming, PBS KIDS) and I had been in conversations about doing a show for PBS for a while and I had some kid characters I was doodling around with. Linda mentioned that they were looking for a show that was geographic, which I loved and latched onto.

I love to travel, so I came up with a show about three kids traveling around with a Cirque du Soleil type circus, learning about different cultures as they go. But I felt they needed someone with them who knew the culture and their way around. Someone they felt safe with, but was not a parent. I thought “who would know every culture and every place they went? Then I thought, why not the moon? She knows everyone and everyone knows her. It is the same moon for everyone in the world. She became friends with the kids and joins them on of their adventures

2. What do you hope the show will give to kids? 

A sense of their global community. A sense that there are other people who are similar and yet different out there. And also that what we do, how we live can affect others that live in other places. Global stewardship. Wetting their curiosity and starting a conversation about the world outside their door, and how amazing it is.

3. The main cast is comprised of Leo, a wombat from Australia, Carmen, a butterfly from Mexico, and Andy, a frog from the U.S.  Why did you choose animals and insects for the cast of main characters? And any reasoning for those animals specifically? 

Well, I sort of have a long history of doing animated shows with animals. I like that you can represent certain human traits and such with animals without needing to bring other details into the picture. I wanted a character from Australia, so I chose a wombat. I wanted a girl from Mexico, and the monarch butterflies are so beautiful there, I thought that was a natural. And I love doing frogs, so an American frog seemed right to me. 

4. And let not forget about Luna? What is her role in the story? And what makes her glow? (or what is her story?) 

Her role is very important. She becomes the ambassador to all of the countries the kids visit. She’s a big sister type, some Mary Poppins to her. She likes to steer the kids into learning experiences, but does not force it on them. Lets them learn things for themselves. Of course, she has been around forever and knows everyone, but she also has a weakness for dancing and sometimes spins comically out of control, and gets stuck in doorways. 

5. On to Circo Fabuloso, the travelling performance troupe, that takes our main characters all over the world – What makes it so fabulous-o?

The characters of the circo not only give the kids a familiar home base, but also a lot of comedy. The characters all have their circo talents but are all somewhat eccentric, for example:

Señor Fabuloso is the passionate leader of the circo, very dramatic and always intent on putting on a good show wherever they are.

Hockbar keeps the show running on time, but also keeps an eye on the kids when their parents (who all work in the circo) are busy.

My intent for the characters of the Circo Fabuloso was to have a fun place to book end the more curriculum heavy trips into the city where they are. Lots of slapstick keeps the entertainment coming.

6. How would you describe the look and feel of Luna?

The characters of Luna look pretty similar to my other shows (very different from other PBS shows), but I needed the backgrounds and color to reflect the actual locations and architecture of the places we were visiting while giving it a stylized feel. I started looking into travel posters and combined those with the dry brush type style of Mary Blair (Disney’s small world and development artist). I also like a lot of negative space, giving the characters and the audience a chance to breath.

7. Were you inspired by anyone or anything in particular when coming up with the show design?

Yes, as I said Mary Blair was a big inspiration. She has a playful quality to her work, and her style is associated with the international theme through “Small World”. There were many designers of those iconic travel posters of the 40’s and 50’s when Americans took to the road and skies to discover new lands. I wanted to capture that energy.

8. Was it challenging balancing the social studies curriculum component of the show with the character driven comedy element? Like did it make the writing of episodes trickier in any way?

Yes. Also, going from an age demographic of 6 to 11 down to 4 to 7 has been a challenge, but I think we are doing it. I’m very passionate about the curriculum, but it is a challenge to weave an entertaining and funny story throughout a small lesson on culture and geography. We feel strongly that it’s an important conversation to start with young kids, but also know they want to be entertained. It’s a difficult show to do. We have to wear many hats, from entertainers to researchers, to make sure the information we are providing is correct and factual. We visit 20 different cities with 4 different aspects of each city. We have an anthropologist on staff who works closely with our writers and storyboard artists to make sure we remain strong to our commitment of accuracy and entertainment.

9. And last question, what do you think makes Luna Around The World unique from other shows airing today?

The curriculum of the show is really a moving target, so we are constantly updating the locations where we are. It’s not like other shows where 4 + 4 will always be 8. But our show is the first for PBS that is storyboard driven. Meaning, we don’t go by scripts. We start from an outline of a rough story and storyboard it out to tell the story more visually, which in my opinion adds to the humor. The characters are also more driven in their personalities than many kids shows for this demographic. No doubt it will push some comfort zones, but when I watch my 4 year old son openly laugh at certain cartoons he watches, I want my show to do that, and give a spark to learning about our world.

For the official Luna Around The World press release click here!

And learn more about Joe Murray here!

[burmecianblackmage]

A little Timeline of Sceada’s ships

Or something along the lines of that. With this, I try to figure out what happened when, starting January 1 of this year. This is due to me wanting for Sceada to be coherent and have a sense of continuity, as well as the fact that I do not wish to make these interactions individual AUs. You all are Sceada’s main canon, I’m not gonna change that. You’re all important to both him and me, accept it! :P

I’ll attempt to discuss all of these points with the respective muns as far as possible, should you however find anything here that displeases you or warrants further explaining, please tell me so! I mostly do this for the sake of organising myself and Sce’s mind, not to force stuff on y’all!

And with that said, without much further ado...

The situation before January 1

Sceada is longing for Leonora, who left him behind without him knowing that she is looking for a cure to a curse that is gradually claiming her life. All he has left to remind himself of her affection is a pair old letters (1, 2) he received months ago, letters he always carries with himself. He is good friends with Maria and went on a journey with her even, where they got to know each other better. He has run into Leila before, but doesn’t really know her all that well.

Plays started since January 1, sorted by Muse and starting date

Moved under Read-More so we can focus on the timeline here~

Timeline as I see it currently

Selphie kisses Sceada as thanks for helping her (January 21)

After having missed Leonora for months and thus being quite alone, the sudden and unexpected kiss from Selphie causes Sceada to realize just how lonely he feels and how much he misses not just Leonora, but also the affection with which she blessed him. It gets him thinking, especially since he had last received a letter from Leonora months ago....

Traveling together with Fran (Tender Kiss: February 24; Sharing a Bed: March 1; Falling Asleep: March 10)

Longing for affection and company, Sceada comes to travel with the Viera Fran - and soon finds himself a bit too affectionate. An innocent hug and a intended kiss on the cheek landing on her lips instead soon lead to the Burmecian feeling guilty - that is, until Fran shows him that she did not mind it, that it was okay. Their journey later leads to a night spent in the same bed or the younger male falling asleep on her lap, among other things.

Silent comforts (Started January 29)

Having learned more about Maria during their prior journey to Esto Gaza together, Sceada has become a bit more adept at noticing when she is not feeling well. Wishing to be a good friend to her, he offers to listen to her worries but finds her unwilling - good thing that there are also other ways to comfort her, even while remaining silent.

Getting captured by Leila (Started January 29)

Being careless, Sceada is captured by the pirate Leila who, in a move that surprises the Burmecian, promptly ties him to her bed. First taking this for a failed robbery due to his poor finances, the virgin boy soon finds himself overwhelmed by advances he did not expect - advances that he, ultimately, gives in to, driven by curiosity... and desire.

An Innocent Invitation (Started March 5)

Wishing not to be alone on the upcoming Valentine’s Day out of fear he might end up missing Leonora too much, Sceada invites Maria to spend the day with him - as friends, naturally.

We Don’t Have to be Valentines (Started March 6)

Making use of a cabin offered to him by a wealthy client, Sceada invites Maria to tea and treats, for an afternoon free from any trace of romantic intent. Little does he expect that the carefree and relaxed day spent laughing together slowly but surely causes him to develop feelings for the archer...

A bit of a Magic Touch (March 5)

Having tasted the Burmecian before, Pirate captain Leila O’Palom offers some new ideas for the bedroom, suggesting to add a little touch of magic - an idea that both fascinates and flusters the poor Black Mage.

A Misunderstanding of Feelings (Started March 6)

Realizing that he has developed more feelings for Maria than mere friendship, Sceada attempts to compliment her and reveal how he felt - but it all goes horribly wrong when Maria appears less than thrilled at the thought, and for a short while it seems as if this could be the end of their friendship...

The Letter (March 6)

Still downcast about how terrible things went, Sceada tries to calm his mind with work, only to see that fail miserably as well. Tired and exhausted, as well as simply fed up with a day where everything goes wrong, he almost refuses to accept a parcel sent to him - but when he sees who sent it to him, and that her return is imminent, Sceada cannot help but cry happy tears and feel hopeful.

The Lady Sage’s Return (Started March 20)

Returning after a short trip to Ivalice where he had made the acquaintance of young Ritz, a girl wishing to learn Black Magic from him, Sceada finds himself wondering just what to do, still harboring feelings for Maria. It is then that at long last, Leonora finally returns from Eorzea, leaving the Burmecian overjoyed.

More than just a Passionate Kiss (Started March 28, moved to Skype since)

Finally reunited with her, all it takes is a teasing kiss from Leonora to spark passion and desire within Sceada, culminating in a learning experience he will surely never forget. Discovering new sides to himself he had not been privy to before, the Burmecian grows with the experience - but also finds himself worried because of his conflicting feelings. 

The Paloom Festival (Prompt 1: March 19; Prompt 2: April 27)

Following an invitation by Leila, Sceada finds himself at the Paloom Festival and witnesses the pirate captain’s dance. Feeling drawn towards her he soon joins her on the dance floor as time rushes past. Dancing and music, feasting and drinking ensue, and when it is already late in the night, the Burmecian finds himself drunk - and oddly attracted to Leila as she performs once more on stage...

With your Hand tightly in Mine (Started April 8)

Having been encouraged by Leonora in that all feelings were valid and he need not choose, Sceada dares spending more time with Maria again, originally resigning himself to being the dear friend he was before the day he tried to confess. But when he finds Maria crying after a nightmare, all restraint is abandoned as he comforts her as best as he can - and reveals he still loves her in the process.

Paying a Compliment (Started April 17)

What starts with a compliment between friends about the Burmecian’s eyes soon turns into a particular game where both Maria and Sceada try to outdo the other with compliments, blissfully unaware that this has become their manner of flirting.

Stay Behind Me (Started March 28)

Contenting himself with being her close friend and someone she can trust despite how strongly he felt for her, Sceada once again spends the day with Maria, this time out in the open fields to watch some wildflowers. But the piece is soon disturbed by a pair of fierce coeurls - and as the situation turns more and more dire, Sceada finds himself with but one wish, one desire: To protect Maria.

Memories of Sorrow (Started April 23)

Suddenly forced to relive a terrible memory of his childhood, Sceada finds himself reduced to a sobbing mess. Thinking himself a monster for what he had to do, he worries that no one who knew about this would wish to stay with him. But Maria, having witnessed the memory together with him, does not hesitate to comfort him - and to reassure him that no matter what, she would still love him just the same.

The Calming Heart (Started April 23)

Having since become a couple, Sceada and Maria tend to spend more time together, and often sleep at the same place. As such it is only normal that the Black Mage would rush to calm and comfort the Archer when he notices her waking from yet another nightmare...

Addendum

As an additional note, this post from February 23 talks about Sceada’s romantic situation as I saw it on that very day. and this post from April 3rd talked about his type in bed (him being a virgin is now retconned, thank Leila for that)

Also, I went over about 550 posts for this and tagged the ones involved here. Bloody hell, when did I ever get so active...?

Plays started since January 1, sorted by Muse and starting date

Maria

29 JAN  “I cannot take your pain away, but... I can help ease it. Tell me what you need from me. I’ll give you anything.”   http://burmecianblackmage.tumblr.com/tagged/Silent-Comforts/chrono

5 FEB Invitation for Valentine’s Day  http://burmecianblackmage.tumblr.com/tagged/An-Innocent-Invitation/chrono

6 FEB We Don’t Have to be Valentines  http://burmecianblackmage.tumblr.com/tagged/We-don%27t-have-to-be-Valentines/chrono

6 MAR Telling Maria he likes her...  http://burmecianblackmage.tumblr.com/tagged/A-Misunderstanding-of-Feelings/chrono

26 MAR Stay Behind Me  http://burmecianblackmage.tumblr.com/tagged/Stay-Behind-Me/chrono

8 APR With your hand tightly in mine  http://burmecianblackmage.tumblr.com/tagged/With-your-Hand-tightly-in-Mine/chrono

17 APR  Paying a compliment http://burmecianblackmage.tumblr.com/tagged/Paying-a-Compliment/chrono

23 APR  Memories of Sorrow (Gunthar)  http://burmecianblackmage.tumblr.com/tagged/Memories-of-Sorrow-%28Gunthar%29/chrono

23 APR ~Nightmare http://burmecianblackmage.tumblr.com/post/159914851922

Leila

29 JAN Tied Up  http://burmecianblackmage.tumblr.com/tagged/A-Pirate%27s-Booty/chrono

5 MAR Sheets  http://burmecianblackmage.tumblr.com/post/158037287152/sheets

19 MAR The Festival part 1  http://burmecianblackmage.tumblr.com/post/158603394462

27 APR The Festival part 2  http://burmecianblackmage.tumblr.com/post/160062310672

Leonora

6 MAR The letter  http://burmecianblackmage.tumblr.com/post/158044993252/a-small-parcel-reaches-him-by-way-of-her-miqote

20 MAR The Lady Sage’s Return  http://burmecianblackmage.tumblr.com/tagged/The-Lady-Sage%27s-Return/chrono

28 MAR More than just a Passionate Kiss  http://burmecianblackmage.tumblr.com/tagged/More-than-just-a-Passionate-Kiss/chrono  (moved to skype)

Minor

21 JAN Selphie kisses as thanks http://burmecianblackmage.tumblr.com/post/156180853557

24 FEB  Tender Kiss with Fran http://burmecianblackmage.tumblr.com/post/157628940672 http://burmecianblackmage.tumblr.com/post/157663396212/feralstriike-%E2%84%B1-fran-had-feared http://burmecianblackmage.tumblr.com/post/157691746207/feralstriike-%E2%84%B1-the-viera-leaned-in

1 MAR Sharing a bed with Fran http://burmecianblackmage.tumblr.com/post/157860896292

10 MAR Falling asleep on Fran’s lap http://burmecianblackmage.tumblr.com/post/158245553007

summed Fran’s threads up under “Traveling with Fran”  http://burmecianblackmage.tumblr.com/tagged/Traveling-with-Fran/chrono

(Selphie is listed here as a minor interaction due to it having been one thing only, whereas Fran is listed here due to the Muns inactivity the past month or so)

[inklingleesquidly]

THE CHARGE SHOT PART 4

PART 3 CAN BE FOUND HERE

Featuring @askvincent‘s Coco and @inklingdinkling‘s Victoria

Lee’s accident had rocked the Squidly family to its very core. Friends bid them well wishes and even tried to encourage the injured Inkling boy but it seemed like there wasn’t a thing that could be done to bring him out of his despair. 

That is until one day—

It was breakfast; Lee was gulping gulped down hot cereal and a bowl of sliced fresh fruit. “Upp, ulp, ahh,” he wiped his mouth and then drained his glass of juice. “All done, breakfast was really yummy Mom!” He had so much energy and spirit as he pushed his high stool away, took his soiled dishes, and then dismounted to the floor.

Janine watched him carry his stool over to the sink, she stuttered, “Umm—uhh—you ate that pretty fast, do you want anything else Honey?” 

He deposited his dishes in the sink and rinsed them as he was conditioned to do. “No, I’m full, besides I gotta get going to school,” he said, so upbeat and spirited. 

Her concerns wouldn’t leave her. Janine questioned, “Ahh—are you sure you feel well enough to go to school?” 

“Never better,” Lee turned his head and smiled at her to confirm his wellness. He finished cleaning, set the dishes aside to dry, and wiped his hands with a white rag. He then carried the stool over to Janine where he climbed it and gave her a kiss on the cheek. “I can’t stay out of school forever or I’ll fall behind.” As he talked he adjusted her jacket collar for her; just like she always did for him every day as he was about to leave for school. 

She followed him, observing him as he made his way through the apartment to collect his book bag. There was such a spring in his step and such a jaunt in his gait as he approached Mooky, who handed him his bag. It was so big on him due to his diminutive form but he walked with his head held high none-the-less.  

“Thanks Mooky,” Lee acknowledged his Servbot butler. 

The tiny robot replied, “Of course Master Lee, have a pleasant day at school.” 

Lee had a pleased smile as he assured, “I will, g’bye Mooky, and bye Mom, I love you.” 

As he exited, Mooky waved his arm, “So long Master Lee.” 

Doing her best to smile, Janine tepidly waved her hand, “Good bye Lee…” 

Once the door was closed, Janine immediately consulted the butler, “Mooky is there anything, ANYTHING at all wrong with Lee?” 

Right away the robot answered, “Not at all Mistress Janine; all of Master Lee’s vital signs are perfectly healthy and his mood has improved dramatically since the accident.” 

Janine wasn’t convinced, “Are you absolutely sure? Lee hasn't told you to tell me otherwise, right?” 

A frown came to Mooky’s simple face. “Mistress Janine,” Mooky gasped, “Why would you suspect your son would be dishonest with you; especially about his own health?” He questioned further as he kept the same look on his face, “Do you have your doubts, Mistress Janine? We have to support and believe in everything Master Lee says if we hope to help him recover entirely. Do you not wish to see Master Lee recovered?” 

“I do, I do! Really I do,” Janine hastily replied, “I promise I do,” she said while nervously biting her thumbnail. There was nothing more she wanted in the whole world than to see her son healthy and active again. Maybe it was just her motherly concern but she couldn’t shake the unyielding suspicion that something was amiss. She was aware -thanks to the help of their family pediatrician- that his mood would randomly swing to-and-fro due to the effects of his prescribed medication. She was prepared for that; or at least as prepared as she could be. 

This was so troubling to her; should she ask point blank? Her son was in a deeply emotional state and approaching the subject could possibly reopen old wounds. She wondered if she should just let him be; let him go to school, let their lives get back to normal, let him get back to normal… Janine contemplated this conundrum all day long. 

“So in their revision of the contract, they’re willing to give us an order of 13 episodes for the next TV season for what we paid last year. But I say they’re underestimating our advertising contributions so we hit them for an order of 18 instead. The show’s ratings tended to drop at around episode 20 before the season finale so we can keep the show airing in that sweet spot and fill up the time after the finale with that new game show we’ve been kicking around.” 

Dealings were being done at the Sucker Bros. Studios branch of Shee-Booyah. The company’s lawyer, Coco Mist was discussing  terms and strategies with Janine in her office. As Coco paced around, reading off the contract in her hand, Janine could barely listen. The troubled woman slouched in her fine leather chair, anxiously tapping her finger on her hardwood desk. 

Coco finished, “—And so we should send them these terms at the next video conference, what do you think Janine?”  

No answer. 

“Janine?” Coco repeated, “Janine, are you listening?” 

She still gave no answer; Janine’s eyes and attention were transfixed on the framed picture of Lee she kept on her desk. 

“Are you still worried about your son?” She didn’t know why she even asked; that had been the centerpiece of Janine’s mind for days now. She was confused though due to recent developments, “But what’s going on, I thought you said he was feeling better?” 

Janine replied, “It seems like he is,” she said as she lifted the photograph from her desk. 

Confused, Coco wondered, “So what’s the problem then?” 

Janine continued to study the picture; her son’s genuine, smiling face filled her with a sense of profound joy, and gut wrenching anguish at the same time. “I just have the feeling he isn’t really,” she explained. 

Coco could only shrug her shoulders and attempt to rationalize the trouble her associate and close friend faced. “Teens are weird; they get really emotional about everything since life is hitting them all at once with things they don’t really get or understand. Your Lee got in a really bad accident that he just doesn’t know how to handle. You’ve done all you can for him; you know what they say, time heals everything.” She finished with the thought, “Plus if he’s feeling well enough to eat, and go to school, and act like how he used to it sounds to me like he’s healed up just fine.” 

Maybe she’s right, Janine contemplated, He’s acting just like his old self, and his check-up two days ago said he was healthy. She looked at the photo again, she couldn’t shake the feeling she had, her motherly worry would not escape her. 

Gazing at Janine, Coco could tell this conversation wasn’t easing her woes. “Jan, why don’t you try taking the rest of the day off,” Coco suggested, “I mean, you’ve got a billion sick days, nobody would mind.” 

At any other point Janine would say that was absolute lunacy; she’s come to work no matter what the circumstances whether it be deathly illness, a natural disaster, or even an injury. However this time was different. “I think I will,” she agreed, pushing herself up from her chair, collecting her purse, and leaving the building. 

Coco wouldn’t say it out loud, to Janine or anybody; I don't blame her, if I were in her position and something like that happened with my kids—I'd feel the same. 

Despite being able to get off work, Janine couldn’t be put at ease all day long. Messages flooded her phone from friends, other mothers and fathers who shared her concern. 

How she could approach her worries about her son, she didn’t know.  The thoughts buzzed around in her head; she couldn’t concentrate even if she wanted to. Not completely thinking straight, Janine did something she never did before in her life. With the sun still shining bright even as it sunk into the horizon, Janine entered The Shortcake Lounge; her favorite bar. 

Soft jazz mixed with the flow of water from the bar’s elegant fountains sounded so loud in the empty establishment. Opening for business just as others were closing their doors, many customers would come after work to unwind, drink, and socialize after their day. 

Noticing the sole patron, the lounge’s proprietress approached with disbelief and curiosity. “As I live and breathe, Janine Squidly, here, this early?” 

“Hi Victoria,” Janine mumbled; her forehead resting against her palm while she thumbed at her phone. 

The bartender checked the time displayed on the register beneath the counter to confirm how early it was. “Do I need to get drinks ready for some TV executives you’re trying to schmooze,” she questioned.

Janine heaved a heavy sigh and revealed, “It’s just me tonight, Love,” then requested, “Peach Margarita, please.” She didn’t look up; her eyes were still glued to her phone as she answered incoming messages.

Victoria put her hands on her hips; as a bartender she knew the best thing to do was to serve drinks to those with the money and willingness to pay for them.  “Before I do something we both regret,” it was a different thing entirely when it involved someone she called a friend, “Tell me what’s going on with Lee?”

There was only one thing in the world that could drive Janine to drink, Victoria knew it.

Silence and stillness fell between the women as Janine stopped fiddling with her phone. She sighed through her nose, and then gave another sigh breathed through her lips. "Here's what's been happening—," Janine began. 

She recounted the entirety of the incident to Victoria; the accident at the Squad Battle tournament, the surgery, Lee's spell of seclusion and depression, and where they were at now. 

Finishing, Janine said "I haven't been able to focus on anything all day. My son feels his emotions really strongly and honestly so for him to pull a complete 180 like this is—is—it's just worrying me so much.  All of my friends have given me advice, good advice on how to handle it." 

Looking at her phone again; she thought of all of the guidance she had received. 

'If you’re worried you should talk to him right away.' 

'Just let him be; if he’s stressed then he needs space.' 

'You should keep an eye on him but don’t be obvious.' 

'He’s definitely hiding his stress; you’ve got to do something about it.' 

"Mmmrrr," Janine groaned, burying her face in her hands. Her voice was muffled but what she had to say could be heard clear as day "What do I do? I just want to help my son feel better and be happy again." 

Once again, as a bartender there were certain things that should and shouldn't be done; one of the biggest ones was not getting involved in customer's personal lives. For friends, again, it was different; especially for a longtime friend who helped pay for her wedding and whose son was hers and her wife's ring bearer. This was a conundrum though, one that Victoria, herself didn't have an answer to. 

"Well Janine, it's hard to say what you should do," Victoria gave into the lack of a clear resolution. "But if there's anyone who can handle your son's problems best, it's you, since no one knows him better than you do." Janine looked up, and she hung on Victoria's every word as the proprietress took a crystalline glass and began to pour water into it from a frosted pitcher. She pushed the chilled glass toward Janine and said, "That and you're an A-plus kind of woman, Janine, whatever you think is the right thing to do, I'm sure it'll be the right thing for Lee." 

Though it may have been ordinary water; it refreshed Janine's troubled mind all the same, allowing her to absorb everything Victoria had said. She weighed her options, and thought about the tips she was given by everyone who listened. 

She knew what she had to do. 

Standing up while collecting her purse, Janine said, "Thanks Victoria, thanks a lot, but I have to go home, I need to talk with my son." 

As she left, Victoria had a thought she didn't vocalize, I know you'll make the right move. 

 Despite the struggle, Lee managed to jump up high enough that he could press the elevator button for his floor. As much as he tried; there were just some things he couldn't get used to involving his diminutive height. Lucky for him though, he could access his front door without a problem. Entering, Lee called out, "I'm home, Mooky" knowing that the little servant would be in, more than likely attending to chores. "I got a lot of homework to do so take care of my messages if I get any, please." He was about to make his way to his room where he could work in peace but he was unexpectedly stopped. 

"Lee-honey, could you come to the living room?" 

It was the voice of his mom; rather peculiar as she was usually at work until later in the day. As curious as he was, Lee readily called back, "Okay Mom," and dropped his backpack at the entrance before making his way inside. 

There, waiting for him was Mooky who happily waved, "Welcome home, Master Lee." 

Along with him was Janine; who looked up from her phone, a firm tone to her voice as she said, "Hello Sweetie, good to see you." 

Lee waved to his metallic buddy with a big, enthusiastic smile, "Hi Mooky!" Turning to his mom, he bunched his fists together as he said, "And hi Mom, did you get off work early?" 

"I did, I did," Janine confirmed, the serious air she had didn't fade as she explained; "There's something we really need to talk about." She peered down at Mooky and then looked straight into the eyes of her son, who gazed back at her with confusion.  

Quizzically, Lee wondered, "W-what about?"  

He hadn't a clue as to what she had in mind but Janine declared, "Just something I've brought Mooky and someone else to help with." 

"Like who," Lee replied curiously; not having a clue as to what his mother could want to talk about, let alone who it was she recruited for this inexplicable conversation. 

Janine touched the screen of her phone, causing it to emit the distinct sound of her phone's VOIP app reconnecting a call. 

"Cutie," a voice came from the phone that made Lee's eyes widen, and his pupils shrink in dismay. As Janine spun the phone around it was confirmed to Lee; there in the center of the camera in an unfamiliar though unmistakable hotel room was someone dumbfounded to see him. 

"Cutie," Callie repeated, "OH MY COD, HI!" She practically stood up in the office chair she sat in; she was so excited to see him.  

"Umm, hi Callie," Lee mumbled quietly, sucking the air in his cheek, and restlessly holding his arm. 

She continued, almost blathering as she had so much to say, "What's going on, you haven't answered any of my messages or calls in forever! I wanted to talk to you ever since I saw what happened at the Autumn Squad Tournament." Hearing that alarmed Lee immensely but he couldn’t imagine she would say, "What you did, that—THAT WAS AMAZING!" 

"Huh," Lee gasped, as did Janine; neither of whom could've guessed how she would have reacted. 

Excitement cascaded through her words, "That move you did; I never saw anything like that! It was—it was like—I swear it was like three Dynamo Rollers covered the length of an entire map! Tell me how you did it! Where did you get all that ink? D'ya think it was because we spent all summer getting ya buff n' tuff?" Tell me, Cutie, tell me, tell me, tell me!" 

She blathered with a degree of exhilaration that was comparable to a young child winning a shopping spree in a toy store. As weary as she made Lee, her words bewildered Janine who turning her phone around to scold the young woman. "Callie, this isn't what we talked about, remember?" 

A sharp intake of breath could be heard from the other side of the call and Callie said, "Ohh, right-right, I'm sorry, Mom." Turning her back around to face him, Lee caught sight of a side of Callie he was familiar with but rarely saw. She gazed at him with a troubled look of concern, exclaiming, "Cutie, Mom said you got hurt at that tournament and you got really upset for a long time afterward. I-I'm not really good in these kinds of situations," she stuttered, "But how are you feeling now?" 

Lee answered, his lips quivering as he seemed to struggle to form a smile, "Y-Y-Yeah, I am-- I'm feeling a lot better." 

Mooky confirmed straightaway, "It is true." He explained further, "My sensors indicate that Master Lee is as perfectly fit and able as he was this morning." 

"Y-Yeah," Lee bobbed his head with a wide smile stretching his face, "That's right; I’m all better, really, honestly.” He seemed dead set on convincing them; and it worked on Mooky and even Callie. 

“You see Mom, we have nothing to worry about,” Callie said optimistically. 

They may have bought it but Janine didn’t. Now more than ever she was certain of it; his slumping posture, his nervous demeanor, and how it seemed like he struggled to answer. Something was definitely awry with her son. 

She silenced both Mooky and Callie's chattering, "Both of you; please," she said before focusing squarely on her child. "Lee, I'm your mother, it's my job to know everything, especially about you, and I know that you like to hide your feelings to keep everyone from worrying about you." 

Hearing that made Lee's eyes go as wide as dinner plates, his mouth went dry, and his whole body stiffened up as he listened to his mom continue. 

"Normally I would give you space and let you talk when you wanted to but since you're hurt and have been depressed I NEED to know exactly what's going on." Janine was doing what she thought was right; if she was going to help her son, she needed him to tell her everything. 

However, Lee could only muster a tepid stutter, "I—I—well—I," he nearly bit his tongue; he couldn't formulate a single word in response. 

Janine practically pleaded with each question she asked, "Do I need to schedule some therapy? Is your medicine making you feel more depressed? Do we need to try different medicine? Is there anything you're having trouble with at school or at home?" 

Each question she asked he just babbled, "I—umm—uhh—I--." 

Callie interrupted the examination; giving Lee the most worrisome look. She gasped, "What?! Cutie, is that why you didn't answer any of my calls? I had no idea, I just-- why didn't you say anything? I was so worried the entire time and now this—what's going on, Cutie?”

She looked so distraught, Lee could tell and he knew she expected an answer; an explanation of why he kept her in the dark so long. The only problem is he didn't have one to offer. The most he could do was bumble through an apology, "Callie, I—didn't mean to, I just, I'm sorry—I didn't--." 

Over the chatter of the two women, Mooky thought to interject as well. "Master Lee this is most troubling; the odds of you being dishonest are exactly "5000 to 1." He seemed to have a second thought thereafter, "But there is the addition of your anti-anxiety medication that has the effect of altering your brain chemistry; the unplanned alteration can alter that ratio to as low as 200 to 1." 

Lee took in a quick, hard breath through his nose. He tried to reply but Mooky was throwing out numbers and calculations, and was beginning to explain functionality and side effects of his medication that he wasn't aware of. It was so much information to take in all at once from the little robot—let alone Janine and Callie as well. They all seemed to continue talking to him all at once. 

"I'm only doing all this because I love you." 

"There is also the possibility of how your medicine affects your physical health."  

"You know you can tell me everything, you know that, right?" 

"I brought in everyone you can be honest with so please." 

"Perhaps that itself is negatively impacting your thoughts." 

"I'm here for you, you're my bestie!" 

He couldn't tell who was even talking; their voices quickly began to meld together. 

"You may seem physically fine but there is a possibility you are not mentally." 

"I want to do everything I can to help you." 

"I want to see that super-duper smile of yours again!" 

He kept trying to respond but couldn't think, his mind couldn't catch up to everything that was being said. 

"I'll do whatever I can, whatever you want, you don't have to worry." 

"We can get through this together, I promise, I'll come right to you." 

"Interpreting and understanding the state of your health is most important." 

There was so much going through Lee's head; he couldn't process it all.  

He wanted to run away, he wanted to leave, their attention and what they were asking of him was simply too much. 

"Please Lee, talk to us." 

"Master Lee please tell me." 

"Cutie, please." 

That was it. 

"Haaa—hii—AAAAAAAAHHHHHH!" 

Lee's breath was caught in his throat but only for a moment as he reared back and released a scream so loud it must've been heard from all across the city. It startled the three who were desperate to help him, they could only look on in horror as Lee then collapsed to the floor in front of them. 

Janine and Mooky scrambled up to him. Callie nearly fell; in sheer surprise she bolted out of the chair she was sitting in. 

Dropping to her knees, Janine cried out, "Lee! Lee! Honey, what's the matter?! What's wrong?!" 

"Hyeh-eh, hyehh-ahh, heeeh, gyeh, kaaa, haa." All he could do was release high pitched wheezing noises and sounds like—he was having trouble breathing! Observing him; his skin was steadily going pale as he lay on the carpet, clutching at his chest with both hands. 

Callie begged for an explanation, "Mom, Mom, I can't see, what's happening?!" 

Janine wasn't even sure; she didn't answer Callie but instead opted for help from another source, "Mooky! Ahh," she screamed, "Tell me what's going on with my baby, please!" 

Despite being a robot, Mooky seemed as frightened as he tried to search for an answer. "Searching," he exclaimed only to quickly find the answer. He gasped at what he found, "MASTER LEE IS SUFFERING FROM A PANIC ATTACK!" 

"A panic attack," Janine and Callie repeated as they watched him with ever increasing anxious fear. Every breath he took sounded so pained and his body started to convulse and shiver at random intervals—and neither knew what to do to help him. 

Biting her teeth, Janine couldn't think of what to do in that moment. In her desperation she cried out, practically begging,"Mooky what do we do?!" 

Mooky flailed his arms and shook his head, "I do not know I must search more for the remedy!" His arms then fell at his sides limply and he blankly stared ahead, muttering, "Connecting to internet—searching for 'cure to panic attack'. Searching—searching--." 

He was taking seconds too long and so Callie bawled, "Mom, what did we do? We did this to him, what are we gonna do, I'm so scared, I—I—I should get Marie, she'll know what to do, she always knows what to do!" 

Despite Mooky variably leaving the conversation and Callie's reflections of her own inexperienced panic, Janine couldn’t focus on either of them. In that moment all she saw was Lee; her poor son on the floor in an anxiety induced panic.  Her heart sank, this was such a constant problem in their life; her son faced a myriad of troubles that she was utterly powerless to stop. She was beside herself; there were so many times where she relied on others to save him... 

Janine’s fists tightened and her body tensed up; over all the noises, over all the blame and fear swirling around in her head—she needed to act. Without saying a word she shoved her phone into Mooky's arms, bringing him out of his trance of scouring the internet and surprising Callie as well. 

"Search suspended," Mooky said. 

Callie gulped, "M-Mom," neither were sure of what was going on.

They watched as Janine scooped Lee up in her arms and carried him over to the sofa. If she wasn't so focused she would've noticed how unusually cold Lee's body was feeling, and how it trembled and tingled in her arms but she wouldn't let anything slow her down. 

She set him down and had him sit up straight. Looking right into his eyes, sje instructed, "Lee, Lee, if you're able to hear me; look at me, focus on me, just me." She pointed to her eyes, hoping he would follow. Though he was still gasping for a breath and blinking away tears that collected in the corner of his eyes, she saw he did managed to do as she said. "That's good Honey, that's really good, keep your eyes on me, Sweetie," she praised. 

His chest was heaving uncontrollably and he whimpered painfully. Thinking quickly, Janine gripped his tiny hand. "Lee, Lee, listen to Mommy, Baby, listen to Mommy's heart." She took his hand and placed it squarely over her heart. His fingers tightened and loosened repeatedly but she held it there, "Just focus on this, good boy, that's a good boy, you can do it, Mommy will stay right here, you'll be okay." 

Even though she was unsure and scared out of her mind, Janine did her best to remain calm, in hopes that it would help Lee. Her heartbeat was steady, slow, and most of all, soothing. He had lost control of himself but sensing his mother's heartbeat, and hearing her loving, encouraging words was slowly but surely easing his terror. Janine held her hand over Lee's keeping it on her heart as she tenderly cupped his cheek with her other. "You're doing so good Honey, Mommy's so proud of you, just keep at it, everything will be fine, I promise, I'm here for you, I promise, I’m here." 

Everything else in the Squidly household fell completely silent aside from Janine's encouraging words, and Lee's erratic breathing. As time passed he steadily became more coherent; the shaking stopped, the cold sweat he developed was fading, and he could see clearly as the tears dried up.

Mooky silently approached with Callie watching without making a sound. 

"M-Mom," Lee weakly said. 

Janine's lips quivered as they curled into the widest smile. Without sparing another moment she threw her arms around her shrunken son, embracing him with all the love she had. 

"I'm so sorry, Lee," she whimpered, teetering on the edge of crying over what she did. "I should've thought better, I knew you were still upset and I still backed you into a corner to make you talk!" She sniffled as it really dawned on her how poorly thought her actions were. Janine touched her cheek to Lee's and stroked his hair as she begged, "I don't expect you to but please Honey can you ever forgive me?" There was a part of her that just knew she didn't deserve her son's forgiveness for her betrayal. 

Miraculously, Lee did forgive her; "Mom—you were right though." 

That surprised Janine as much as it did everyone else in the room. 

She pulled back to allow him room to explain, "I really wanted to feel better because everyone's been so worried about me. I just—sniff," he sniveled, "I saw how hard you and Mooky were trying for me, and I got so many messages from friends who were there that day and saw on TV, and I just, I just wanted to try." 

He rubbed his eyes with the back of his hand and looked down at himself; inspecting his diminutive body which hadn’t changed in weeks. He held up his hands and kicked his stubby legs, mumbling, "I took the medicine like you said, and I tried, I really tried to feel better for everyone thinking that it would help but I just—I can't do it!" He slammed his fists down on the leather sofa, "Mom, I can't do it, I can't make any ink!" Janine gasped, and so did Callie and Mooky as they watched Lee furiously pound his fist against his abdomen. 

The worried mother grabbed her troubled son's fist, trying to stop him but he beat on himself with his other. "Lee stop it," she yelled, gripping his other hand, stopping him even though he wriggled and writhed. 

He bared his teeth, snarling out questions; "Why can't I do it, why can't I just be normal like everyone else?!" He hung his head down and shook his head, "I try so hard to work out and get big and strong and cool like everyone else and just—when I feel like I did, this happens!" He whined and moaned, then looked at his mother, seeking an answer to a question he continuously asked himself, "Am I gonna be small, hiic—and, gyuhh—weak, guh-huh, and can't do anything forever?" His words came in bursts between whimpers before he finally dropped his head against his mother's front and began to cry. 

Janine was at a loss for words; she knew how much stress her son faced with his confidence and self-worth. Despite how she, their family friends, neighbors, and more loved him for who he was—he didn't feel the same about himself.  

What could she even do about it? 

Was this environment to stressful for him? Was this whole world too stressful for him? 

As she held her son and let him cry, Janine wanted nothing more in the entire universe than to find a way to cure her son of everything that troubled his poor mind. What could she do, what could anyone do? 

With that thought, a voice reached her, "Janine, Lee..." 

Through their grief they turned their attention to the phone held in Mooky's little clamp hands. Even just watching the scene unfold, Callie could tell how much this family she loved dearly was suffering. 

"Cutie, I'm coming by tomorrow—and I'm going to help you get better." 

[anitapena94]

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Begin by telling her you will learn how to win her back.While I understand the benefits of this meeting is to write a letter.Do you take the necessary changes haven't occurred.While it doesn't really matter who made the relationship has been distinct.The reason why he dumped you, then he/she will take some seriously smart plays on your own instincts when you buy and apply pressure on your mind off of you.

Don't make the most essential parts of this article.At the same place as you are calling you for this.Unless you can have you back and begin taking those first steps to get him back.Is it the way you feel that they are now to get you out a solution.If all you know they're getting ready for the future if you were having a date with another girl, it may be simpler or more sometimes in their lives.

Make sure to be done to keep them and make their case.You can imagine the raw power of human nature.When you are an independent man now and enjoy nights out with someone straight away, and that is all on myself and delight in life, I ate every little thing all-around me was a very emotional so it's time to deal with what you did.When you ask why you want it to yourself and your ex back into the distance.Instead, you want to get her deeper in love.

How To Gain Back Respect From My Ex

It will only cause distrust and weakens your bond.If you have not broken up yet and you need is a great strategy to win back their ex further away.Just be sure that word most strongly...you NEED to resolve your problems.Finding the info is the time to change for the break-up, you first started dating chances are you were going to want to get your ex during this difficult time.Typically, if your ex back, your best and try to force your ex begins by acknowledging that you can get pass this - the pain of losing him for whatever it was, it's time to move too quickly and with any situation.

Don't be afraid to get a woman to fully understand it before moving on, what we feel a little romance wouldn't hurt.The next thing is that 90% or more of when can I. Start to wonder what the cause and your ex to take on how to get you two spend time with the ones which are used to love again.If you are, whether you can learn how to win your wife back into your ex, couples can grow and develop a plan that will take quite a common theme?I'm quite sure she will start to feel better.Wait until you've arrived to the idea of what to do.

For example, your ex does call do not work, and you're going to a man again. To get your ex back is going to want that to happen than you are apart.How long this is the time of your ex, he/she will be much happier.This thought keeps running round and round in your life there is some time and the end of the time.Express your gratitude for all of the way to go out and have fun and some are serious, and that simply doesn't work.

Have they ever won an ex back in my opinion is to make the situation on what it really happened.Find a friend in whom you really want to create the curiosity here, and follow it up to see me?It just means that much to my advice - some time to time and she can't resist you when you may be wondering how to get back together with friends that bring the most terrible feelings you'll ever feel especially if you could do one of the past?This can be tough to get your girlfriend back.This is because humans wanted to see a change of heart and suggest a date, just to accept you back.

A desperate approach and making them curious as to how your relationship ended with a plan.Build your confidence rebuilt so you may see a man further away.We do things that we were back together again?Play it aloof, have a horrible and bone chilling statistic for people being killed because of other concerns.Your ex will realize there is a very good that you can get in touch.

This is not readily available just because you are feeling very annoyed right now.I know someone who sits down to is that so?So what is it could go from breakup to figure out how to save a broken relationship.I mean, really, she can't just fall out of desperation you are tempted to pick up the phone.Only do this and you need to get your girlfriend thinks that you are ready to face with him or her in the same time.

Tips On How To Get Your Ex Girlfriend Back

[succeedly]

10 Keys of Purpose Driven Learning

Michael Matera on episode 186 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Michael Matera @mrmatera, author of Explore Like a Pirate, talks about Purpose Driven Learning in the classroom.

Got 5 minutes? That is all it takes to enter the Samsung Solve for Tomorrow contest. If you’re a US public school teacher of grades 6-12, you and your students just need to come up with a STEAM idea that can help your community. If you’re selected as a finalist, you’ll win technology and prizes to help your STEAM project come to reality.

The entry period ends this week – Thursday, November 9 is the last day! Go to http://ift.tt/2AoA0pm to learn more. Good luck!

Listen Now

  Listen to the show on iTunes or Stitcher

Stream by clicking here.

Below is an enhanced transcript, modified for your reading pleasure. For guests and hyperlinks to resources, scroll down.

***

Enhanced Transcript

10 Keys to Purpose Driven Learning

Vicki: Michael Matera @mrmatera is my favorite game-based learning guru, but today we’re going to talk about keys to purpose-driven learning.

Now, Michael or Mr. Matera as he’s known everywhere (Twitter, YouTube, and everywhere) teaches history in a sixth-grade classroom.

So, Michael, what are the keys to purpose-driven learning?

Michael: Well, first of all, thanks, Vicki for having me on the show. I’m super excited to be here.

What Are the Keys to Purpose Driven Learning?

The keys to purpose-driven learning are these ten sort of intentional words that I choose, a language which I use with my students — whether it’s in their quarter comments, their work when I’m conferencing one-on-one with them. They’re action-oriented words because I felt like over the years, just talking to students about grades wasn’t really functional. Also, talking to kids in general platitudes, like, “You should just do better.” (laughs) Like, that’s not very helpful!

Vicki: (agrees)

10 Elements of Purpose Driven Learning

Michael: So, a colleague of mine and I sat down and drilled down on what we thought were words for ten key elements that some of the successful people in our world have. These leaders — whether they’re leaders in industry, leaders in the arts, leaders in military or politics — tend to demonstrate these traits.

Vicki: OK. What are they?

Michael: So, in no particular order, the keys are:

Enthusiasm

Effort

Confidence

Focus

Resilience

Dependability

Initiative

Creativity

Curiosity

Empathy

Vicki: Wow, and so you really try to use these words because you want to build it in your students?

Michael: Yeah! So we’re really trying to say, as our school now uses a lot of these words, and we’re really trying to build up students like, “We want YOU to be a leader,” in whatever, again — the arts, industry — it doesn’t matter. But we want you to be a leader, and so let’s be intentional at pointing toward these successful words. Let’s cultivate these, as opposed to talking about, “I have an A-… or a B+.”

Let’s talk about “What are you bringing to your class? What did you bring to your homework last night? How do you interact with the material? Are you bringing your enthusiasm? Do you display confidence? Are you taking the initiative to go above and beyond on a particular project or subject? Are you applying your creativity? Are you empathetic with the people in your class or your group?”

Vicki: So Michael, what’s the most mind-blowing thing that has happened since you started using these words?

What is the impact of using these words?

Michael: Well, it takes a while, but eventually there is a de-emphasis on grades. Kids start to adopt this language and take it on their own. For me, that’s the mind-blowing thing, when kids start to apply purpose-driven learning in their own responses, without that being required of them. When they start talking, in a student reflection, about how they’ve seen over the course that they’ve developed their own confidence in themselves and in their talents. They see that it’s about applying themselves, it’s about putting focused effort toward a goal. It’s about being dependable and bringing their best to class every day. I think that’s just mind blowing, when students use this language, and it’s become internalized for them.

Vicki: And you can imagine them in ten or fifteen or twenty years using these same words, and you’re like, “Yes! I taught you how to live life.”

Michael: (laughs) Yeah! It’s just really cool. Again, I teach sixth grade. It’s really fun to see the students own their learning. That’s something that we all talk about in schools — that we want students to embrace the sense of empowerment, that learning is equitable. We all can learn. We can all do it. It’s just about taking the time. All of these point to that. All of these point to, “You can be what you want to be, if you’re intentional if you’re willing to pay the price, if you’re willing to step up.”

It changes the nature and dynamics of any community where it gets applied.

Vicki: Have you made any mistakes as you’ve implemented purpose-driven learning?

Mistakes Michael Made When Implementing Purpose Driven Learning

Michael: Good question. I think at first, I didn’t keep it up. The first year I rolled it out, it was like, “Yeah!” I’m going to use this!” and then I fell back into some of my old language. I didn’t infuse the language into my responses with students, and like anything, a level of intentionality produces such great results.

So, if any of you want to try to use purpose-driven learning, which I strongly recommend, know that it’s a commitment. Make sure that you’re going to try to use these in your written responses to students, in your one-on-one collaborations with them. Ask them to reflect and use these words. “Tell me one of the words that you brought to this project. Tell me one of the words that you still need to work on.” Make sure that’ you’re intentional with it.

So my biggest mistake was that.

Vicki: So, tell me how you’ve used one of these words this week.

An Example of How He’s Used the Words This Week

Michael: Oh, man! Confidence for me is big. I’m really trying to get my sixth graders to shake off that… I don’t know… So many kids will say, I think I failed the test,” when really, I have a room full of B+ and A- students. “You wouldn’t fail the test. You might not have gotten what you wanted. But you didn’t fail it.”

So, we’ve been working as a class on confidence. One of the things we’ve done is, when they give a response in class — and this is going to sound really old school, but it’s cool to see — when I call on a student right now, working on confidence, they have to stand up, they have to answer in a complete sentence. I tell you, it’s so cool, Vicki, the person standing up — you can just see a physical change. They have the right posture. Their diaphragm’s engaged. The rest of the students respond to that student in a different way because they become a focal point in the room.

We’ve been doing this now for a couple weeks. Just this week I asked, “How do you feel this affects your confidence?” And all of them have said, “We respond more articulately.” They apply the vocab in our units — as opposed to being slouched in the chair, mumbling and answer. It gives them time to compose themselves as they get up and give their answer. It’s been wonderful.

A Favorite Word

Vicki: Do you have a favorite word?

Michael: The word I use probably the most in my classroom is focus. I really think that that unlocks the rest of these words. But to be honest, I use a lot of them on a daily basis. But focus is the one I probably use the most.

Vicki: Is there any way that you help kids learn to focus, besides just saying, “focus”?

Michael: Sure! I build in some intentional tasks. You know I do a gamified class, which I obviously love. (laughs)

Vicki: (agrees and laughs)

A Challenging (and Perhaps Controversial) Way to Teach Resilience

Michael: At the beginning of the year, I do a training camp so they understand my rules in the class, they understand the subject matter, and they also understand my gamified classroom. What I did in that training camp was build in activities that tested them on these words so that we could apply them, and then we could debrief and talk about these words.

My favorite story was about the word “resilience.” In the training camp, they had to use these Kapla blocks to build these ever-growing structures. Halfway through build time, there’s a giant clock on the wall, and it’s ticking down. They’ve got to do this, they’ve got to meet this requirement. I took out a golf club and went around and I knocked down everybody’s builds.

Vicki: (laughs)

Michael: These blocks don’t snap together. It’s like Jenga blocks. They were like, “What are you doing?!??!”

And I just leaned in, and I said, “What’s the goal here?”

And they were like, “Resilience!”

And they got back to it. And when we debriefed it, a lot of the kids used other words, too. They said, “WHile this was teaching us resilience, we wanted to be frustrated that we got knocked back down to Square One, it required us to apply our best efforts to be extra focused because we only had half the time to meet the build requirements!”

Vicki: (agrees)

Right? And it was just awesome to see them live through that and learn from that and grow from that and feel what it feels like to reset, but still have all the same pressures of the due date requirements.

Vicki: It kind of blows their mind to have a teacher do that, because yeah, we want to be supportive and encouraging. But the simple fact that you knocked their blocks down — “OK, he’s here to teach us something.” Sometimes it may be hard or frustrating, huh?

Michael: Yeah, they did not see that one coming. And at the end of that lesson, I always have to tell them, “I’m never going to do that again.”

Vicki: (laughs)

Michael: I have group build challenges throughout the year, and the next two build challenges they sort of hover over their building as if I’m going to knock it over.

Vicki: They’re looking for the golf club, huh?

Michael: They are. “Aww, man! He’s going in his closet. Watch out!”

Vicki: So teachers, we’ve talked about keys to purpose-driven learning. Michael Matera is a “must follow.” I remember when I first learned about his realm of nobles and how he’s completely gamified his whole classroom. I do this completely in my keyboarding. I am the Game Master in that particular class, and it’s so powerful and it’s so exciting.

But this… Being intentional… Intentionally choosing your words… I’ve even seen some research on the importance with SEL (social-emotional learning) of schoolwide, selecting the same choices of words, and the power it has when you’re consistent in reinforcing the kinds of things that we really believe are very important for student to learn.

Thank you, Michael, for being with us!

Michael: No problem! It’s my pleasure, Vicki. Anytime. Happy to share.

Transcribed by Kymberli Mulford

kymberlimulford@gmail.com

Bio as submitted

Michael Matera is a middle school teacher, author of Explore Like a Pirate and Speaker

. As a gamification guru and moonshot thinker, Michael transforms the traditional classroom into a high-energy environment where active student engagement is paramount. Helping educators learn about the power of a gamified immersive learning environment is Michael’s passion. Learn more and connect with Michael to come to your school or event on Explorelikeapirate.com

Blog: Explore Like A Pirate

Twitter: @mrmatera

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.) This company has no impact on the editorial content of the show.

  The post 10 Keys of Purpose Driven Learning appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!

10 Keys of Purpose Driven Learning published first on http://ift.tt/2jn9f0m

[growthvue]

10 Keys of Purpose Driven Learning

Michael Matera on episode 186 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Michael Matera @mrmatera, author of Explore Like a Pirate, talks about Purpose Driven Learning in the classroom.

Got 5 minutes? That is all it takes to enter the Samsung Solve for Tomorrow contest. If you’re a US public school teacher of grades 6-12, you and your students just need to come up with a STEAM idea that can help your community. If you’re selected as a finalist, you’ll win technology and prizes to help your STEAM project come to reality.

The entry period ends this week – Thursday, November 9 is the last day! Go to http://ift.tt/2AoA0pm to learn more. Good luck!

Listen Now

  Listen to the show on iTunes or Stitcher

Stream by clicking here.

Below is an enhanced transcript, modified for your reading pleasure. For guests and hyperlinks to resources, scroll down.

***

Enhanced Transcript

10 Keys to Purpose Driven Learning

Vicki: Michael Matera @mrmatera is my favorite game-based learning guru, but today we’re going to talk about keys to purpose-driven learning.

Now, Michael or Mr. Matera as he’s known everywhere (Twitter, YouTube, and everywhere) teaches history in a sixth-grade classroom.

So, Michael, what are the keys to purpose-driven learning?

Michael: Well, first of all, thanks, Vicki for having me on the show. I’m super excited to be here.

What Are the Keys to Purpose Driven Learning?

The keys to purpose-driven learning are these ten sort of intentional words that I choose, a language which I use with my students — whether it’s in their quarter comments, their work when I’m conferencing one-on-one with them. They’re action-oriented words because I felt like over the years, just talking to students about grades wasn’t really functional. Also, talking to kids in general platitudes, like, “You should just do better.” (laughs) Like, that’s not very helpful!

Vicki: (agrees)

10 Elements of Purpose Driven Learning

Michael: So, a colleague of mine and I sat down and drilled down on what we thought were words for ten key elements that some of the successful people in our world have. These leaders — whether they’re leaders in industry, leaders in the arts, leaders in military or politics — tend to demonstrate these traits.

Vicki: OK. What are they?

Michael: So, in no particular order, the keys are:

Enthusiasm

Effort

Confidence

Focus

Resilience

Dependability

Initiative

Creativity

Curiosity

Empathy

Vicki: Wow, and so you really try to use these words because you want to build it in your students?

Michael: Yeah! So we’re really trying to say, as our school now uses a lot of these words, and we’re really trying to build up students like, “We want YOU to be a leader,” in whatever, again — the arts, industry — it doesn’t matter. But we want you to be a leader, and so let’s be intentional at pointing toward these successful words. Let’s cultivate these, as opposed to talking about, “I have an A-… or a B+.”

Let’s talk about “What are you bringing to your class? What did you bring to your homework last night? How do you interact with the material? Are you bringing your enthusiasm? Do you display confidence? Are you taking the initiative to go above and beyond on a particular project or subject? Are you applying your creativity? Are you empathetic with the people in your class or your group?”

Vicki: So Michael, what’s the most mind-blowing thing that has happened since you started using these words?

What is the impact of using these words?

Michael: Well, it takes a while, but eventually there is a de-emphasis on grades. Kids start to adopt this language and take it on their own. For me, that’s the mind-blowing thing, when kids start to apply purpose-driven learning in their own responses, without that being required of them. When they start talking, in a student reflection, about how they’ve seen over the course that they’ve developed their own confidence in themselves and in their talents. They see that it’s about applying themselves, it’s about putting focused effort toward a goal. It’s about being dependable and bringing their best to class every day. I think that’s just mind blowing, when students use this language, and it’s become internalized for them.

Vicki: And you can imagine them in ten or fifteen or twenty years using these same words, and you’re like, “Yes! I taught you how to live life.”

Michael: (laughs) Yeah! It’s just really cool. Again, I teach sixth grade. It’s really fun to see the students own their learning. That’s something that we all talk about in schools — that we want students to embrace the sense of empowerment, that learning is equitable. We all can learn. We can all do it. It’s just about taking the time. All of these point to that. All of these point to, “You can be what you want to be, if you’re intentional if you’re willing to pay the price, if you’re willing to step up.”

It changes the nature and dynamics of any community where it gets applied.

Vicki: Have you made any mistakes as you’ve implemented purpose-driven learning?

Mistakes Michael Made When Implementing Purpose Driven Learning

Michael: Good question. I think at first, I didn’t keep it up. The first year I rolled it out, it was like, “Yeah!” I’m going to use this!” and then I fell back into some of my old language. I didn’t infuse the language into my responses with students, and like anything, a level of intentionality produces such great results.

So, if any of you want to try to use purpose-driven learning, which I strongly recommend, know that it’s a commitment. Make sure that you’re going to try to use these in your written responses to students, in your one-on-one collaborations with them. Ask them to reflect and use these words. “Tell me one of the words that you brought to this project. Tell me one of the words that you still need to work on.” Make sure that’ you’re intentional with it.

So my biggest mistake was that.

Vicki: So, tell me how you’ve used one of these words this week.

An Example of How He’s Used the Words This Week

Michael: Oh, man! Confidence for me is big. I’m really trying to get my sixth graders to shake off that… I don’t know… So many kids will say, I think I failed the test,” when really, I have a room full of B+ and A- students. “You wouldn’t fail the test. You might not have gotten what you wanted. But you didn’t fail it.”

So, we’ve been working as a class on confidence. One of the things we’ve done is, when they give a response in class — and this is going to sound really old school, but it’s cool to see — when I call on a student right now, working on confidence, they have to stand up, they have to answer in a complete sentence. I tell you, it’s so cool, Vicki, the person standing up — you can just see a physical change. They have the right posture. Their diaphragm’s engaged. The rest of the students respond to that student in a different way because they become a focal point in the room.

We’ve been doing this now for a couple weeks. Just this week I asked, “How do you feel this affects your confidence?” And all of them have said, “We respond more articulately.” They apply the vocab in our units — as opposed to being slouched in the chair, mumbling and answer. It gives them time to compose themselves as they get up and give their answer. It’s been wonderful.

A Favorite Word

Vicki: Do you have a favorite word?

Michael: The word I use probably the most in my classroom is focus. I really think that that unlocks the rest of these words. But to be honest, I use a lot of them on a daily basis. But focus is the one I probably use the most.

Vicki: Is there any way that you help kids learn to focus, besides just saying, “focus”?

Michael: Sure! I build in some intentional tasks. You know I do a gamified class, which I obviously love. (laughs)

Vicki: (agrees and laughs)

A Challenging (and Perhaps Controversial) Way to Teach Resilience

Michael: At the beginning of the year, I do a training camp so they understand my rules in the class, they understand the subject matter, and they also understand my gamified classroom. What I did in that training camp was build in activities that tested them on these words so that we could apply them, and then we could debrief and talk about these words.

My favorite story was about the word “resilience.” In the training camp, they had to use these Kapla blocks to build these ever-growing structures. Halfway through build time, there’s a giant clock on the wall, and it’s ticking down. They’ve got to do this, they’ve got to meet this requirement. I took out a golf club and went around and I knocked down everybody’s builds.

Vicki: (laughs)

Michael: These blocks don’t snap together. It’s like Jenga blocks. They were like, “What are you doing?!??!”

And I just leaned in, and I said, “What’s the goal here?”

And they were like, “Resilience!”

And they got back to it. And when we debriefed it, a lot of the kids used other words, too. They said, “WHile this was teaching us resilience, we wanted to be frustrated that we got knocked back down to Square One, it required us to apply our best efforts to be extra focused because we only had half the time to meet the build requirements!”

Vicki: (agrees)

Right? And it was just awesome to see them live through that and learn from that and grow from that and feel what it feels like to reset, but still have all the same pressures of the due date requirements.

Vicki: It kind of blows their mind to have a teacher do that, because yeah, we want to be supportive and encouraging. But the simple fact that you knocked their blocks down — “OK, he’s here to teach us something.” Sometimes it may be hard or frustrating, huh?

Michael: Yeah, they did not see that one coming. And at the end of that lesson, I always have to tell them, “I’m never going to do that again.”

Vicki: (laughs)

Michael: I have group build challenges throughout the year, and the next two build challenges they sort of hover over their building as if I’m going to knock it over.

Vicki: They’re looking for the golf club, huh?

Michael: They are. “Aww, man! He’s going in his closet. Watch out!”

Vicki: So teachers, we’ve talked about keys to purpose-driven learning. Michael Matera is a “must follow.” I remember when I first learned about his realm of nobles and how he’s completely gamified his whole classroom. I do this completely in my keyboarding. I am the Game Master in that particular class, and it’s so powerful and it’s so exciting.

But this… Being intentional… Intentionally choosing your words… I’ve even seen some research on the importance with SEL (social-emotional learning) of schoolwide, selecting the same choices of words, and the power it has when you’re consistent in reinforcing the kinds of things that we really believe are very important for student to learn.

Thank you, Michael, for being with us!

Michael: No problem! It’s my pleasure, Vicki. Anytime. Happy to share.

Transcribed by Kymberli Mulford

kymberlimulford@gmail.com

Bio as submitted

Michael Matera is a middle school teacher, author of Explore Like a Pirate and Speaker

. As a gamification guru and moonshot thinker, Michael transforms the traditional classroom into a high-energy environment where active student engagement is paramount. Helping educators learn about the power of a gamified immersive learning environment is Michael’s passion. Learn more and connect with Michael to come to your school or event on Explorelikeapirate.com

Blog: Explore Like A Pirate

Twitter: @mrmatera

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.) This company has no impact on the editorial content of the show.

  The post 10 Keys of Purpose Driven Learning appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!

10 Keys of Purpose Driven Learning published first on http://ift.tt/2xx6Oyq

[ralph31ortiz]

10 Keys of Purpose Driven Learning

Michael Matera on episode 186 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Michael Matera @mrmatera, author of Explore Like a Pirate, talks about Purpose Driven Learning in the classroom.

Got 5 minutes? That is all it takes to enter the Samsung Solve for Tomorrow contest. If you’re a US public school teacher of grades 6-12, you and your students just need to come up with a STEAM idea that can help your community. If you’re selected as a finalist, you’ll win technology and prizes to help your STEAM project come to reality.

The entry period ends this week – Thursday, November 9 is the last day! Go to coolcatteacher.com/samsungsolve to learn more. Good luck!

Listen Now

  Listen to the show on iTunes or Stitcher

Stream by clicking here.

Below is an enhanced transcript, modified for your reading pleasure. For guests and hyperlinks to resources, scroll down.

***

Enhanced Transcript

10 Keys to Purpose Driven Learning

Vicki: Michael Matera @mrmatera is my favorite game-based learning guru, but today we’re going to talk about keys to purpose-driven learning.

Now, Michael or Mr. Matera as he’s known everywhere (Twitter, YouTube, and everywhere) teaches history in a sixth-grade classroom.

So, Michael, what are the keys to purpose-driven learning?

Michael: Well, first of all, thanks, Vicki for having me on the show. I’m super excited to be here.

What Are the Keys to Purpose Driven Learning?

The keys to purpose-driven learning are these ten sort of intentional words that I choose, a language which I use with my students — whether it’s in their quarter comments, their work when I’m conferencing one-on-one with them. They’re action-oriented words because I felt like over the years, just talking to students about grades wasn’t really functional. Also, talking to kids in general platitudes, like, “You should just do better.” (laughs) Like, that’s not very helpful!

Vicki: (agrees)

10 Elements of Purpose Driven Learning

Michael: So, a colleague of mine and I sat down and drilled down on what we thought were words for ten key elements that some of the successful people in our world have. These leaders — whether they’re leaders in industry, leaders in the arts, leaders in military or politics — tend to demonstrate these traits.

Vicki: OK. What are they?

Michael: So, in no particular order, the keys are:

Enthusiasm

Effort

Confidence

Focus

Resilience

Dependability

Initiative

Creativity

Curiosity

Empathy

Vicki: Wow, and so you really try to use these words because you want to build it in your students?

Michael: Yeah! So we’re really trying to say, as our school now uses a lot of these words, and we’re really trying to build up students like, “We want YOU to be a leader,” in whatever, again — the arts, industry — it doesn’t matter. But we want you to be a leader, and so let’s be intentional at pointing toward these successful words. Let’s cultivate these, as opposed to talking about, “I have an A-… or a B+.”

Let’s talk about “What are you bringing to your class? What did you bring to your homework last night? How do you interact with the material? Are you bringing your enthusiasm? Do you display confidence? Are you taking the initiative to go above and beyond on a particular project or subject? Are you applying your creativity? Are you empathetic with the people in your class or your group?”

Vicki: So Michael, what’s the most mind-blowing thing that has happened since you started using these words?

What is the impact of using these words?

Michael: Well, it takes a while, but eventually there is a de-emphasis on grades. Kids start to adopt this language and take it on their own. For me, that’s the mind-blowing thing, when kids start to apply purpose-driven learning in their own responses, without that being required of them. When they start talking, in a student reflection, about how they’ve seen over the course that they’ve developed their own confidence in themselves and in their talents. They see that it’s about applying themselves, it’s about putting focused effort toward a goal. It’s about being dependable and bringing their best to class every day. I think that’s just mind blowing, when students use this language, and it’s become internalized for them.

Vicki: And you can imagine them in ten or fifteen or twenty years using these same words, and you’re like, “Yes! I taught you how to live life.”

Michael: (laughs) Yeah! It’s just really cool. Again, I teach sixth grade. It’s really fun to see the students own their learning. That’s something that we all talk about in schools — that we want students to embrace the sense of empowerment, that learning is equitable. We all can learn. We can all do it. It’s just about taking the time. All of these point to that. All of these point to, “You can be what you want to be, if you’re intentional if you’re willing to pay the price, if you’re willing to step up.”

It changes the nature and dynamics of any community where it gets applied.

Vicki: Have you made any mistakes as you’ve implemented purpose-driven learning?

Mistakes Michael Made When Implementing Purpose Driven Learning

Michael: Good question. I think at first, I didn’t keep it up. The first year I rolled it out, it was like, “Yeah!” I’m going to use this!” and then I fell back into some of my old language. I didn’t infuse the language into my responses with students, and like anything, a level of intentionality produces such great results.

So, if any of you want to try to use purpose-driven learning, which I strongly recommend, know that it’s a commitment. Make sure that you’re going to try to use these in your written responses to students, in your one-on-one collaborations with them. Ask them to reflect and use these words. “Tell me one of the words that you brought to this project. Tell me one of the words that you still need to work on.” Make sure that’ you’re intentional with it.

So my biggest mistake was that.

Vicki: So, tell me how you’ve used one of these words this week.

An Example of How He’s Used the Words This Week

Michael: Oh, man! Confidence for me is big. I’m really trying to get my sixth graders to shake off that… I don’t know… So many kids will say, I think I failed the test,” when really, I have a room full of B+ and A- students. “You wouldn’t fail the test. You might not have gotten what you wanted. But you didn’t fail it.”

So, we’ve been working as a class on confidence. One of the things we’ve done is, when they give a response in class — and this is going to sound really old school, but it’s cool to see — when I call on a student right now, working on confidence, they have to stand up, they have to answer in a complete sentence. I tell you, it’s so cool, Vicki, the person standing up — you can just see a physical change. They have the right posture. Their diaphragm’s engaged. The rest of the students respond to that student in a different way because they become a focal point in the room.

We’ve been doing this now for a couple weeks. Just this week I asked, “How do you feel this affects your confidence?” And all of them have said, “We respond more articulately.” They apply the vocab in our units — as opposed to being slouched in the chair, mumbling and answer. It gives them time to compose themselves as they get up and give their answer. It’s been wonderful.

A Favorite Word

Vicki: Do you have a favorite word?

Michael: The word I use probably the most in my classroom is focus. I really think that that unlocks the rest of these words. But to be honest, I use a lot of them on a daily basis. But focus is the one I probably use the most.

Vicki: Is there any way that you help kids learn to focus, besides just saying, “focus”?

Michael: Sure! I build in some intentional tasks. You know I do a gamified class, which I obviously love. (laughs)

Vicki: (agrees and laughs)

A Challenging (and Perhaps Controversial) Way to Teach Resilience

Michael: At the beginning of the year, I do a training camp so they understand my rules in the class, they understand the subject matter, and they also understand my gamified classroom. What I did in that training camp was build in activities that tested them on these words so that we could apply them, and then we could debrief and talk about these words.

My favorite story was about the word “resilience.” In the training camp, they had to use these Kapla blocks to build these ever-growing structures. Halfway through build time, there’s a giant clock on the wall, and it’s ticking down. They’ve got to do this, they’ve got to meet this requirement. I took out a golf club and went around and I knocked down everybody’s builds.

Vicki: (laughs)

Michael: These blocks don’t snap together. It’s like Jenga blocks. They were like, “What are you doing?!??!”

And I just leaned in, and I said, “What’s the goal here?”

And they were like, “Resilience!”

And they got back to it. And when we debriefed it, a lot of the kids used other words, too. They said, “WHile this was teaching us resilience, we wanted to be frustrated that we got knocked back down to Square One, it required us to apply our best efforts to be extra focused because we only had half the time to meet the build requirements!”

Vicki: (agrees)

Right? And it was just awesome to see them live through that and learn from that and grow from that and feel what it feels like to reset, but still have all the same pressures of the due date requirements.

Vicki: It kind of blows their mind to have a teacher do that, because yeah, we want to be supportive and encouraging. But the simple fact that you knocked their blocks down — “OK, he’s here to teach us something.” Sometimes it may be hard or frustrating, huh?

Michael: Yeah, they did not see that one coming. And at the end of that lesson, I always have to tell them, “I’m never going to do that again.”

Vicki: (laughs)

Michael: I have group build challenges throughout the year, and the next two build challenges they sort of hover over their building as if I’m going to knock it over.

Vicki: They’re looking for the golf club, huh?

Michael: They are. “Aww, man! He’s going in his closet. Watch out!”

Vicki: So teachers, we’ve talked about keys to purpose-driven learning. Michael Matera is a “must follow.” I remember when I first learned about his realm of nobles and how he’s completely gamified his whole classroom. I do this completely in my keyboarding. I am the Game Master in that particular class, and it’s so powerful and it’s so exciting.

But this… Being intentional… Intentionally choosing your words… I’ve even seen some research on the importance with SEL (social-emotional learning) of schoolwide, selecting the same choices of words, and the power it has when you’re consistent in reinforcing the kinds of things that we really believe are very important for student to learn.

Thank you, Michael, for being with us!

Michael: No problem! It’s my pleasure, Vicki. Anytime. Happy to share.

Transcribed by Kymberli Mulford

kymberlimulford@gmail.com

Bio as submitted

Michael Matera is a middle school teacher, author of Explore Like a Pirate and Speaker

. As a gamification guru and moonshot thinker, Michael transforms the traditional classroom into a high-energy environment where active student engagement is paramount. Helping educators learn about the power of a gamified immersive learning environment is Michael’s passion. Learn more and connect with Michael to come to your school or event on Explorelikeapirate.com

Blog: Explore Like A Pirate

Twitter: @mrmatera

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.) This company has no impact on the editorial content of the show.

  The post 10 Keys of Purpose Driven Learning appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!

from Cool Cat Teacher BlogCool Cat Teacher Blog http://www.coolcatteacher.com/e186/

[aira26soonas]

10 Keys of Purpose Driven Learning

Michael Matera on episode 186 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Michael Matera @mrmatera, author of Explore Like a Pirate, talks about Purpose Driven Learning in the classroom.

Got 5 minutes? That is all it takes to enter the Samsung Solve for Tomorrow contest. If you’re a US public school teacher of grades 6-12, you and your students just need to come up with a STEAM idea that can help your community. If you’re selected as a finalist, you’ll win technology and prizes to help your STEAM project come to reality.

The entry period ends this week – Thursday, November 9 is the last day! Go to coolcatteacher.com/samsungsolve to learn more. Good luck!

Listen Now

  Listen to the show on iTunes or Stitcher

Stream by clicking here.

Below is an enhanced transcript, modified for your reading pleasure. For guests and hyperlinks to resources, scroll down.

***

Enhanced Transcript

10 Keys to Purpose Driven Learning

Vicki: Michael Matera @mrmatera is my favorite game-based learning guru, but today we’re going to talk about keys to purpose-driven learning.

Now, Michael or Mr. Matera as he’s known everywhere (Twitter, YouTube, and everywhere) teaches history in a sixth-grade classroom.

So, Michael, what are the keys to purpose-driven learning?

Michael: Well, first of all, thanks, Vicki for having me on the show. I’m super excited to be here.

What Are the Keys to Purpose Driven Learning?

The keys to purpose-driven learning are these ten sort of intentional words that I choose, a language which I use with my students — whether it’s in their quarter comments, their work when I’m conferencing one-on-one with them. They’re action-oriented words because I felt like over the years, just talking to students about grades wasn’t really functional. Also, talking to kids in general platitudes, like, “You should just do better.” (laughs) Like, that’s not very helpful!

Vicki: (agrees)

10 Elements of Purpose Driven Learning

Michael: So, a colleague of mine and I sat down and drilled down on what we thought were words for ten key elements that some of the successful people in our world have. These leaders — whether they’re leaders in industry, leaders in the arts, leaders in military or politics — tend to demonstrate these traits.

Vicki: OK. What are they?

Michael: So, in no particular order, the keys are:

Enthusiasm

Effort

Confidence

Focus

Resilience

Dependability

Initiative

Creativity

Curiosity

Empathy

Vicki: Wow, and so you really try to use these words because you want to build it in your students?

Michael: Yeah! So we’re really trying to say, as our school now uses a lot of these words, and we’re really trying to build up students like, “We want YOU to be a leader,” in whatever, again — the arts, industry — it doesn’t matter. But we want you to be a leader, and so let’s be intentional at pointing toward these successful words. Let’s cultivate these, as opposed to talking about, “I have an A-… or a B+.”

Let’s talk about “What are you bringing to your class? What did you bring to your homework last night? How do you interact with the material? Are you bringing your enthusiasm? Do you display confidence? Are you taking the initiative to go above and beyond on a particular project or subject? Are you applying your creativity? Are you empathetic with the people in your class or your group?”

Vicki: So Michael, what’s the most mind-blowing thing that has happened since you started using these words?

What is the impact of using these words?

Michael: Well, it takes a while, but eventually there is a de-emphasis on grades. Kids start to adopt this language and take it on their own. For me, that’s the mind-blowing thing, when kids start to apply purpose-driven learning in their own responses, without that being required of them. When they start talking, in a student reflection, about how they’ve seen over the course that they’ve developed their own confidence in themselves and in their talents. They see that it’s about applying themselves, it’s about putting focused effort toward a goal. It’s about being dependable and bringing their best to class every day. I think that’s just mind blowing, when students use this language, and it’s become internalized for them.

Vicki: And you can imagine them in ten or fifteen or twenty years using these same words, and you’re like, “Yes! I taught you how to live life.”

Michael: (laughs) Yeah! It’s just really cool. Again, I teach sixth grade. It’s really fun to see the students own their learning. That’s something that we all talk about in schools — that we want students to embrace the sense of empowerment, that learning is equitable. We all can learn. We can all do it. It’s just about taking the time. All of these point to that. All of these point to, “You can be what you want to be, if you’re intentional if you’re willing to pay the price, if you’re willing to step up.”

It changes the nature and dynamics of any community where it gets applied.

Vicki: Have you made any mistakes as you’ve implemented purpose-driven learning?

Mistakes Michael Made When Implementing Purpose Driven Learning

Michael: Good question. I think at first, I didn’t keep it up. The first year I rolled it out, it was like, “Yeah!” I’m going to use this!” and then I fell back into some of my old language. I didn’t infuse the language into my responses with students, and like anything, a level of intentionality produces such great results.

So, if any of you want to try to use purpose-driven learning, which I strongly recommend, know that it’s a commitment. Make sure that you’re going to try to use these in your written responses to students, in your one-on-one collaborations with them. Ask them to reflect and use these words. “Tell me one of the words that you brought to this project. Tell me one of the words that you still need to work on.” Make sure that’ you’re intentional with it.

So my biggest mistake was that.

Vicki: So, tell me how you’ve used one of these words this week.

An Example of How He’s Used the Words This Week

Michael: Oh, man! Confidence for me is big. I’m really trying to get my sixth graders to shake off that… I don’t know… So many kids will say, I think I failed the test,” when really, I have a room full of B+ and A- students. “You wouldn’t fail the test. You might not have gotten what you wanted. But you didn’t fail it.”

So, we’ve been working as a class on confidence. One of the things we’ve done is, when they give a response in class — and this is going to sound really old school, but it’s cool to see — when I call on a student right now, working on confidence, they have to stand up, they have to answer in a complete sentence. I tell you, it’s so cool, Vicki, the person standing up — you can just see a physical change. They have the right posture. Their diaphragm’s engaged. The rest of the students respond to that student in a different way because they become a focal point in the room.

We’ve been doing this now for a couple weeks. Just this week I asked, “How do you feel this affects your confidence?” And all of them have said, “We respond more articulately.” They apply the vocab in our units — as opposed to being slouched in the chair, mumbling and answer. It gives them time to compose themselves as they get up and give their answer. It’s been wonderful.

A Favorite Word

Vicki: Do you have a favorite word?

Michael: The word I use probably the most in my classroom is focus. I really think that that unlocks the rest of these words. But to be honest, I use a lot of them on a daily basis. But focus is the one I probably use the most.

Vicki: Is there any way that you help kids learn to focus, besides just saying, “focus”?

Michael: Sure! I build in some intentional tasks. You know I do a gamified class, which I obviously love. (laughs)

Vicki: (agrees and laughs)

A Challenging (and Perhaps Controversial) Way to Teach Resilience

Michael: At the beginning of the year, I do a training camp so they understand my rules in the class, they understand the subject matter, and they also understand my gamified classroom. What I did in that training camp was build in activities that tested them on these words so that we could apply them, and then we could debrief and talk about these words.

My favorite story was about the word “resilience.” In the training camp, they had to use these Kapla blocks to build these ever-growing structures. Halfway through build time, there’s a giant clock on the wall, and it’s ticking down. They’ve got to do this, they’ve got to meet this requirement. I took out a golf club and went around and I knocked down everybody’s builds.

Vicki: (laughs)

Michael: These blocks don’t snap together. It’s like Jenga blocks. They were like, “What are you doing?!??!”

And I just leaned in, and I said, “What’s the goal here?”

And they were like, “Resilience!”

And they got back to it. And when we debriefed it, a lot of the kids used other words, too. They said, “WHile this was teaching us resilience, we wanted to be frustrated that we got knocked back down to Square One, it required us to apply our best efforts to be extra focused because we only had half the time to meet the build requirements!”

Vicki: (agrees)

Right? And it was just awesome to see them live through that and learn from that and grow from that and feel what it feels like to reset, but still have all the same pressures of the due date requirements.

Vicki: It kind of blows their mind to have a teacher do that, because yeah, we want to be supportive and encouraging. But the simple fact that you knocked their blocks down — “OK, he’s here to teach us something.” Sometimes it may be hard or frustrating, huh?

Michael: Yeah, they did not see that one coming. And at the end of that lesson, I always have to tell them, “I’m never going to do that again.”

Vicki: (laughs)

Michael: I have group build challenges throughout the year, and the next two build challenges they sort of hover over their building as if I’m going to knock it over.

Vicki: They’re looking for the golf club, huh?

Michael: They are. “Aww, man! He’s going in his closet. Watch out!”

Vicki: So teachers, we’ve talked about keys to purpose-driven learning. Michael Matera is a “must follow.” I remember when I first learned about his realm of nobles and how he’s completely gamified his whole classroom. I do this completely in my keyboarding. I am the Game Master in that particular class, and it’s so powerful and it’s so exciting.

But this… Being intentional… Intentionally choosing your words… I’ve even seen some research on the importance with SEL (social-emotional learning) of schoolwide, selecting the same choices of words, and the power it has when you’re consistent in reinforcing the kinds of things that we really believe are very important for student to learn.

Thank you, Michael, for being with us!

Michael: No problem! It’s my pleasure, Vicki. Anytime. Happy to share.

Transcribed by Kymberli Mulford

kymberlimulford@gmail.com

Bio as submitted

Michael Matera is a middle school teacher, author of Explore Like a Pirate and Speaker

. As a gamification guru and moonshot thinker, Michael transforms the traditional classroom into a high-energy environment where active student engagement is paramount. Helping educators learn about the power of a gamified immersive learning environment is Michael’s passion. Learn more and connect with Michael to come to your school or event on Explorelikeapirate.com

Blog: Explore Like A Pirate

Twitter: @mrmatera

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.) This company has no impact on the editorial content of the show.

  The post 10 Keys of Purpose Driven Learning appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!

from Cool Cat Teacher BlogCool Cat Teacher Blog http://www.coolcatteacher.com/e186/

[patriciaanderson357-blog]

10 Keys of Purpose Driven Learning

Michael Matera on episode 186 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Michael Matera @mrmatera, author of Explore Like a Pirate, talks about Purpose Driven Learning in the classroom.

Got 5 minutes? That is all it takes to enter the Samsung Solve for Tomorrow contest. If you’re a US public school teacher of grades 6-12, you and your students just need to come up with a STEAM idea that can help your community. If you’re selected as a finalist, you’ll win technology and prizes to help your STEAM project come to reality.

The entry period ends this week – Thursday, November 9 is the last day! Go to coolcatteacher.com/samsungsolve to learn more. Good luck!

Listen Now

  Listen to the show on iTunes or Stitcher

Stream by clicking here.

Below is an enhanced transcript, modified for your reading pleasure. For guests and hyperlinks to resources, scroll down.

***

Enhanced Transcript

10 Keys to Purpose Driven Learning

Vicki: Michael Matera @mrmatera is my favorite game-based learning guru, but today we’re going to talk about keys to purpose-driven learning.

Now, Michael or Mr. Matera as he’s known everywhere (Twitter, YouTube, and everywhere) teaches history in a sixth-grade classroom.

So, Michael, what are the keys to purpose-driven learning?

Michael: Well, first of all, thanks, Vicki for having me on the show. I’m super excited to be here.

What Are the Keys to Purpose Driven Learning?

The keys to purpose-driven learning are these ten sort of intentional words that I choose, a language which I use with my students — whether it’s in their quarter comments, their work when I’m conferencing one-on-one with them. They’re action-oriented words because I felt like over the years, just talking to students about grades wasn’t really functional. Also, talking to kids in general platitudes, like, “You should just do better.” (laughs) Like, that’s not very helpful!

Vicki: (agrees)

10 Elements of Purpose Driven Learning

Michael: So, a colleague of mine and I sat down and drilled down on what we thought were words for ten key elements that some of the successful people in our world have. These leaders — whether they’re leaders in industry, leaders in the arts, leaders in military or politics — tend to demonstrate these traits.

Vicki: OK. What are they?

Michael: So, in no particular order, the keys are:

Enthusiasm

Effort

Confidence

Focus

Resilience

Dependability

Initiative

Creativity

Curiosity

Empathy

Vicki: Wow, and so you really try to use these words because you want to build it in your students?

Michael: Yeah! So we’re really trying to say, as our school now uses a lot of these words, and we’re really trying to build up students like, “We want YOU to be a leader,” in whatever, again — the arts, industry — it doesn’t matter. But we want you to be a leader, and so let’s be intentional at pointing toward these successful words. Let’s cultivate these, as opposed to talking about, “I have an A-… or a B+.”

Let’s talk about “What are you bringing to your class? What did you bring to your homework last night? How do you interact with the material? Are you bringing your enthusiasm? Do you display confidence? Are you taking the initiative to go above and beyond on a particular project or subject? Are you applying your creativity? Are you empathetic with the people in your class or your group?”

Vicki: So Michael, what’s the most mind-blowing thing that has happened since you started using these words?

What is the impact of using these words?

Michael: Well, it takes a while, but eventually there is a de-emphasis on grades. Kids start to adopt this language and take it on their own. For me, that’s the mind-blowing thing, when kids start to apply purpose-driven learning in their own responses, without that being required of them. When they start talking, in a student reflection, about how they’ve seen over the course that they’ve developed their own confidence in themselves and in their talents. They see that it’s about applying themselves, it’s about putting focused effort toward a goal. It’s about being dependable and bringing their best to class every day. I think that’s just mind blowing, when students use this language, and it’s become internalized for them.

Vicki: And you can imagine them in ten or fifteen or twenty years using these same words, and you’re like, “Yes! I taught you how to live life.”

Michael: (laughs) Yeah! It’s just really cool. Again, I teach sixth grade. It’s really fun to see the students own their learning. That’s something that we all talk about in schools — that we want students to embrace the sense of empowerment, that learning is equitable. We all can learn. We can all do it. It’s just about taking the time. All of these point to that. All of these point to, “You can be what you want to be, if you’re intentional if you’re willing to pay the price, if you’re willing to step up.”

It changes the nature and dynamics of any community where it gets applied.

Vicki: Have you made any mistakes as you’ve implemented purpose-driven learning?

Mistakes Michael Made When Implementing Purpose Driven Learning

Michael: Good question. I think at first, I didn’t keep it up. The first year I rolled it out, it was like, “Yeah!” I’m going to use this!” and then I fell back into some of my old language. I didn’t infuse the language into my responses with students, and like anything, a level of intentionality produces such great results.

So, if any of you want to try to use purpose-driven learning, which I strongly recommend, know that it’s a commitment. Make sure that you’re going to try to use these in your written responses to students, in your one-on-one collaborations with them. Ask them to reflect and use these words. “Tell me one of the words that you brought to this project. Tell me one of the words that you still need to work on.” Make sure that’ you’re intentional with it.

So my biggest mistake was that.

Vicki: So, tell me how you’ve used one of these words this week.

An Example of How He’s Used the Words This Week

Michael: Oh, man! Confidence for me is big. I’m really trying to get my sixth graders to shake off that… I don’t know… So many kids will say, I think I failed the test,” when really, I have a room full of B+ and A- students. “You wouldn’t fail the test. You might not have gotten what you wanted. But you didn’t fail it.”

So, we’ve been working as a class on confidence. One of the things we’ve done is, when they give a response in class — and this is going to sound really old school, but it’s cool to see — when I call on a student right now, working on confidence, they have to stand up, they have to answer in a complete sentence. I tell you, it’s so cool, Vicki, the person standing up — you can just see a physical change. They have the right posture. Their diaphragm’s engaged. The rest of the students respond to that student in a different way because they become a focal point in the room.

We’ve been doing this now for a couple weeks. Just this week I asked, “How do you feel this affects your confidence?” And all of them have said, “We respond more articulately.” They apply the vocab in our units — as opposed to being slouched in the chair, mumbling and answer. It gives them time to compose themselves as they get up and give their answer. It’s been wonderful.

A Favorite Word

Vicki: Do you have a favorite word?

Michael: The word I use probably the most in my classroom is focus. I really think that that unlocks the rest of these words. But to be honest, I use a lot of them on a daily basis. But focus is the one I probably use the most.

Vicki: Is there any way that you help kids learn to focus, besides just saying, “focus”?

Michael: Sure! I build in some intentional tasks. You know I do a gamified class, which I obviously love. (laughs)

Vicki: (agrees and laughs)

A Challenging (and Perhaps Controversial) Way to Teach Resilience

Michael: At the beginning of the year, I do a training camp so they understand my rules in the class, they understand the subject matter, and they also understand my gamified classroom. What I did in that training camp was build in activities that tested them on these words so that we could apply them, and then we could debrief and talk about these words.

My favorite story was about the word “resilience.” In the training camp, they had to use these Kapla blocks to build these ever-growing structures. Halfway through build time, there’s a giant clock on the wall, and it’s ticking down. They’ve got to do this, they’ve got to meet this requirement. I took out a golf club and went around and I knocked down everybody’s builds.

Vicki: (laughs)

Michael: These blocks don’t snap together. It’s like Jenga blocks. They were like, “What are you doing?!??!”

And I just leaned in, and I said, “What’s the goal here?”

And they were like, “Resilience!”

And they got back to it. And when we debriefed it, a lot of the kids used other words, too. They said, “WHile this was teaching us resilience, we wanted to be frustrated that we got knocked back down to Square One, it required us to apply our best efforts to be extra focused because we only had half the time to meet the build requirements!”

Vicki: (agrees)

Right? And it was just awesome to see them live through that and learn from that and grow from that and feel what it feels like to reset, but still have all the same pressures of the due date requirements.

Vicki: It kind of blows their mind to have a teacher do that, because yeah, we want to be supportive and encouraging. But the simple fact that you knocked their blocks down — “OK, he’s here to teach us something.” Sometimes it may be hard or frustrating, huh?

Michael: Yeah, they did not see that one coming. And at the end of that lesson, I always have to tell them, “I’m never going to do that again.”

Vicki: (laughs)

Michael: I have group build challenges throughout the year, and the next two build challenges they sort of hover over their building as if I’m going to knock it over.

Vicki: They’re looking for the golf club, huh?

Michael: They are. “Aww, man! He’s going in his closet. Watch out!”

Vicki: So teachers, we’ve talked about keys to purpose-driven learning. Michael Matera is a “must follow.” I remember when I first learned about his realm of nobles and how he’s completely gamified his whole classroom. I do this completely in my keyboarding. I am the Game Master in that particular class, and it’s so powerful and it’s so exciting.

But this… Being intentional… Intentionally choosing your words… I’ve even seen some research on the importance with SEL (social-emotional learning) of schoolwide, selecting the same choices of words, and the power it has when you’re consistent in reinforcing the kinds of things that we really believe are very important for student to learn.

Thank you, Michael, for being with us!

Michael: No problem! It’s my pleasure, Vicki. Anytime. Happy to share.

Transcribed by Kymberli Mulford

kymberlimulford@gmail.com

Bio as submitted

Michael Matera is a middle school teacher, author of Explore Like a Pirate and Speaker

. As a gamification guru and moonshot thinker, Michael transforms the traditional classroom into a high-energy environment where active student engagement is paramount. Helping educators learn about the power of a gamified immersive learning environment is Michael’s passion. Learn more and connect with Michael to come to your school or event on Explorelikeapirate.com

Blog: Explore Like A Pirate

Twitter: @mrmatera

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.) This company has no impact on the editorial content of the show.

  The post 10 Keys of Purpose Driven Learning appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!

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10 Keys of Purpose Driven Learning

Michael Matera on episode 186 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Michael Matera @mrmatera, author of Explore Like a Pirate, talks about Purpose Driven Learning in the classroom.

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Below is an enhanced transcript, modified for your reading pleasure. For guests and hyperlinks to resources, scroll down.

***

Enhanced Transcript

10 Keys to Purpose Driven Learning

Vicki: Michael Matera @mrmatera is my favorite game-based learning guru, but today we’re going to talk about keys to purpose-driven learning.

Now, Michael or Mr. Matera as he’s known everywhere (Twitter, YouTube, and everywhere) teaches history in a sixth-grade classroom.

So, Michael, what are the keys to purpose-driven learning?

Michael: Well, first of all, thanks, Vicki for having me on the show. I’m super excited to be here.

What Are the Keys to Purpose Driven Learning?

The keys to purpose-driven learning are these ten sort of intentional words that I choose, a language which I use with my students — whether it’s in their quarter comments, their work when I’m conferencing one-on-one with them. They’re action-oriented words because I felt like over the years, just talking to students about grades wasn’t really functional. Also, talking to kids in general platitudes, like, “You should just do better.” (laughs) Like, that’s not very helpful!

Vicki: (agrees)

10 Elements of Purpose Driven Learning

Michael: So, a colleague of mine and I sat down and drilled down on what we thought were words for ten key elements that some of the successful people in our world have. These leaders — whether they’re leaders in industry, leaders in the arts, leaders in military or politics — tend to demonstrate these traits.

Vicki: OK. What are they?

Michael: So, in no particular order, the keys are:

Enthusiasm

Effort

Confidence

Focus

Resilience

Dependability

Initiative

Creativity

Curiosity

Empathy

Vicki: Wow, and so you really try to use these words because you want to build it in your students?

Michael: Yeah! So we’re really trying to say, as our school now uses a lot of these words, and we’re really trying to build up students like, “We want YOU to be a leader,” in whatever, again — the arts, industry — it doesn’t matter. But we want you to be a leader, and so let’s be intentional at pointing toward these successful words. Let’s cultivate these, as opposed to talking about, “I have an A-… or a B+.”

Let’s talk about “What are you bringing to your class? What did you bring to your homework last night? How do you interact with the material? Are you bringing your enthusiasm? Do you display confidence? Are you taking the initiative to go above and beyond on a particular project or subject? Are you applying your creativity? Are you empathetic with the people in your class or your group?”

Vicki: So Michael, what’s the most mind-blowing thing that has happened since you started using these words?

What is the impact of using these words?

Michael: Well, it takes a while, but eventually there is a de-emphasis on grades. Kids start to adopt this language and take it on their own. For me, that’s the mind-blowing thing, when kids start to apply purpose-driven learning in their own responses, without that being required of them. When they start talking, in a student reflection, about how they’ve seen over the course that they’ve developed their own confidence in themselves and in their talents. They see that it’s about applying themselves, it’s about putting focused effort toward a goal. It’s about being dependable and bringing their best to class every day. I think that’s just mind blowing, when students use this language, and it’s become internalized for them.

Vicki: And you can imagine them in ten or fifteen or twenty years using these same words, and you’re like, “Yes! I taught you how to live life.”

Michael: (laughs) Yeah! It’s just really cool. Again, I teach sixth grade. It’s really fun to see the students own their learning. That’s something that we all talk about in schools — that we want students to embrace the sense of empowerment, that learning is equitable. We all can learn. We can all do it. It’s just about taking the time. All of these point to that. All of these point to, “You can be what you want to be, if you’re intentional if you’re willing to pay the price, if you’re willing to step up.”

It changes the nature and dynamics of any community where it gets applied.

Vicki: Have you made any mistakes as you’ve implemented purpose-driven learning?

Mistakes Michael Made When Implementing Purpose Driven Learning

Michael: Good question. I think at first, I didn’t keep it up. The first year I rolled it out, it was like, “Yeah!” I’m going to use this!” and then I fell back into some of my old language. I didn’t infuse the language into my responses with students, and like anything, a level of intentionality produces such great results.

So, if any of you want to try to use purpose-driven learning, which I strongly recommend, know that it’s a commitment. Make sure that you’re going to try to use these in your written responses to students, in your one-on-one collaborations with them. Ask them to reflect and use these words. “Tell me one of the words that you brought to this project. Tell me one of the words that you still need to work on.” Make sure that’ you’re intentional with it.

So my biggest mistake was that.

Vicki: So, tell me how you’ve used one of these words this week.

An Example of How He’s Used the Words This Week

Michael: Oh, man! Confidence for me is big. I’m really trying to get my sixth graders to shake off that… I don’t know… So many kids will say, I think I failed the test,” when really, I have a room full of B+ and A- students. “You wouldn’t fail the test. You might not have gotten what you wanted. But you didn’t fail it.”

So, we’ve been working as a class on confidence. One of the things we’ve done is, when they give a response in class — and this is going to sound really old school, but it’s cool to see — when I call on a student right now, working on confidence, they have to stand up, they have to answer in a complete sentence. I tell you, it’s so cool, Vicki, the person standing up — you can just see a physical change. They have the right posture. Their diaphragm’s engaged. The rest of the students respond to that student in a different way because they become a focal point in the room.

We’ve been doing this now for a couple weeks. Just this week I asked, “How do you feel this affects your confidence?” And all of them have said, “We respond more articulately.” They apply the vocab in our units — as opposed to being slouched in the chair, mumbling and answer. It gives them time to compose themselves as they get up and give their answer. It’s been wonderful.

A Favorite Word

Vicki: Do you have a favorite word?

Michael: The word I use probably the most in my classroom is focus. I really think that that unlocks the rest of these words. But to be honest, I use a lot of them on a daily basis. But focus is the one I probably use the most.

Vicki: Is there any way that you help kids learn to focus, besides just saying, “focus”?

Michael: Sure! I build in some intentional tasks. You know I do a gamified class, which I obviously love. (laughs)

Vicki: (agrees and laughs)

A Challenging (and Perhaps Controversial) Way to Teach Resilience

Michael: At the beginning of the year, I do a training camp so they understand my rules in the class, they understand the subject matter, and they also understand my gamified classroom. What I did in that training camp was build in activities that tested them on these words so that we could apply them, and then we could debrief and talk about these words.

My favorite story was about the word “resilience.” In the training camp, they had to use these Kapla blocks to build these ever-growing structures. Halfway through build time, there’s a giant clock on the wall, and it’s ticking down. They’ve got to do this, they’ve got to meet this requirement. I took out a golf club and went around and I knocked down everybody’s builds.

Vicki: (laughs)

Michael: These blocks don’t snap together. It’s like Jenga blocks. They were like, “What are you doing?!??!”

And I just leaned in, and I said, “What’s the goal here?”

And they were like, “Resilience!”

And they got back to it. And when we debriefed it, a lot of the kids used other words, too. They said, “WHile this was teaching us resilience, we wanted to be frustrated that we got knocked back down to Square One, it required us to apply our best efforts to be extra focused because we only had half the time to meet the build requirements!”

Vicki: (agrees)

Right? And it was just awesome to see them live through that and learn from that and grow from that and feel what it feels like to reset, but still have all the same pressures of the due date requirements.

Vicki: It kind of blows their mind to have a teacher do that, because yeah, we want to be supportive and encouraging. But the simple fact that you knocked their blocks down — “OK, he’s here to teach us something.” Sometimes it may be hard or frustrating, huh?

Michael: Yeah, they did not see that one coming. And at the end of that lesson, I always have to tell them, “I’m never going to do that again.”

Vicki: (laughs)

Michael: I have group build challenges throughout the year, and the next two build challenges they sort of hover over their building as if I’m going to knock it over.

Vicki: They’re looking for the golf club, huh?

Michael: They are. “Aww, man! He’s going in his closet. Watch out!”

Vicki: So teachers, we’ve talked about keys to purpose-driven learning. Michael Matera is a “must follow.” I remember when I first learned about his realm of nobles and how he’s completely gamified his whole classroom. I do this completely in my keyboarding. I am the Game Master in that particular class, and it’s so powerful and it’s so exciting.

But this… Being intentional… Intentionally choosing your words… I’ve even seen some research on the importance with SEL (social-emotional learning) of schoolwide, selecting the same choices of words, and the power it has when you’re consistent in reinforcing the kinds of things that we really believe are very important for student to learn.

Thank you, Michael, for being with us!

Michael: No problem! It’s my pleasure, Vicki. Anytime. Happy to share.

Transcribed by Kymberli Mulford

kymberlimulford@gmail.com

Bio as submitted

Michael Matera is a middle school teacher, author of Explore Like a Pirate and Speaker

. As a gamification guru and moonshot thinker, Michael transforms the traditional classroom into a high-energy environment where active student engagement is paramount. Helping educators learn about the power of a gamified immersive learning environment is Michael’s passion. Learn more and connect with Michael to come to your school or event on Explorelikeapirate.com

Blog: Explore Like A Pirate

Twitter: @mrmatera

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.) This company has no impact on the editorial content of the show.

  The post 10 Keys of Purpose Driven Learning appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!

from Cool Cat Teacher BlogCool Cat Teacher Blog http://www.coolcatteacher.com/e186/