#pre primary teaching methods

[kinderhaus123]

Best Pre School in Hyderabad

At Athena Kinder Haus – which is the Best Pre schools in hyderabad , we believe in an incremental approach to education. We begin with simple, concrete lessons to help children develop a strong understanding and sense of accomplishment. Over time, we gradually introduce more complex and abstract concepts to build upon their foundational knowledge. Our goal is to foster self-confidence, independence, and self-esteem in each child as they master new skills and concepts. We provide a thoughtfully designed and engaging learning environment that lays the foundation for creative, lifelong learning. 

[townpostin]

Fruits Day Delights at SS Academy's Pre-Primary Wing

Young students dress as fruits, showcase knowledge through songs and poems SS Academy’s pre-primary wing celebrated Fruits Day with students dressed as various fruits, highlighting the importance of a healthy diet. JAMSHEDPUR – SS Academy’s pre-primary wing hosted a colorful Fruits Day celebration, featuring young students dressed as fruits and sharing knowledge through creative performances. The…

[dreamdolldeveloper]

back to basics

mostly free resources to help you learn the basics that i've gathered for myself so far that i think are cool

everyday

gcfglobal - about the internet, online safety and for kids, life skills like applying for jobs, career planning, resume writing, online learning, today's skills like 3d printing, photoshop, smartphone basics, microsoft office apps, and mac friendly. they have core skills like reading, math, science, language learning - some topics are sparse so hopefully they keep adding things on. great site to start off on learning.

handsonbanking - learn about finances. after highschool, credit, banking, investing, money management, debt, goal setting, loans, cars, small businesses, military, insurance, retirement, etc.

bbc - learning for all ages. primary to adult. arts, history, science, math, reading, english, french, all the way to functional and vocational skills for adults as well, great site!

education.ket - workplace essential skills

general education

mathsgenie - GCSE revision, grade 1-9, math stages 1-14, provides more resources! completely free.

khan academy - pre-k to college, life skills, test prep (sats, mcat, etc), get ready courses, AP, partner courses like NASA, etc. so much more!

aleks - k-12 + higher ed learning program. adapts to each student.

biology4kids - learn biology

cosmos4kids - learn astronomy basics

chem4kids - learn chemistry

physics4kids - learn physics

numbernut - math basics (arithmetic, fractions and decimals, roots and exponents, prealgebra)

education.ket - primary to adult. includes highschool equivalent test prep, the core skills. they have a free resource library and they sell workbooks. they have one on work-life essentials (high demand career sectors + soft skills)

youtube channels

the organic chemistry tutor

khanacademy

crashcourse

tabletclassmath

2minmaths

kevinmathscience

professor leonard

greenemath

mathantics

3blue1brown

literacy

readworks - reading comprehension, build background knowledge, grow your vocabulary, strengthen strategic reading

chompchomp - grammar knowledge

tutors

not the "free resource" part of this post but sometimes we forget we can be tutored especially as an adult. just because we don't have formal education does not mean we can't get 1:1 teaching! please do you research and don't be afraid to try out different tutors. and remember you're not dumb just because someone's teaching style doesn't match up with your learning style.

cambridge coaching - medical school, mba and business, law school, graduate, college academics, high school and college process, middle school and high school admissions

preply - language tutoring. affordable!

revolutionprep - math, science, english, history, computer science (ap, html/css, java, python c++), foreign languages (german, korean, french, italian, spanish, japanese, chinese, esl)

varsity tutors - k-5 subjects, ap, test prep, languages, math, science & engineering, coding, homeschool, college essays, essay editing, etc

chegg - biology, business, engineering/computer science, math, homework help, textbook support, rent and buying books

learn to be - k-12 subjects

for languages

lingq - app. created by steve kaufmann, a polygot (fluent in 20+ languages) an amazing language learning platform that compiles content in 20+ languages like podcasts, graded readers, story times, vlogs, radio, books, the feature to put in your own books! immersion, comprehensible input.

flexiclasses - option to study abroad, resources to learn, mandarin, cantonese, japanese, vietnamese, korean, italian, russian, taiwanese hokkien, shanghainese.

fluentin3months - bootcamp, consultation available, languages: spanish, french, korean, german, chinese, japanese, russian, italian.

fluenz - spanish immersion both online and in person - intensive.

pimsleur - not tutoring** online learning using apps and their method. up to 50 languages, free trial available.

incase time has passed since i last posted this, check on the original post (not the reblogs) to see if i updated link or added new resources. i think i want to add laguage resources at some point too but until then, happy learning!!

[twistedtummies2]

Gathering of the Greatest Gumshoes - Number 16

Welcome to A Gathering of the Greatest Gumshoes! During this month-long event, I’ll be counting down my Top 31 Favorite Fictional Detectives, from movies, television, literature, video games, and more!

We’ve reached the halfway point of the countdown!

SLEUTH-OF-THE-DAY’S QUOTE: “We're smart people. So why do we always do things that make us look like we have the intelligence of beef jerky?”

Number 16 is…or, rather, are…Zack & Ivy, from Where on Earth is Carmen Sandiego?

If you know me, then these two showing up somewhere on the countdown probably won’t be surprising. But if you don’t know me – or, quite possibly, if you only know the Carmen Sandiego franchise via the Netflix reboot series – then this will likely be VERY surprising, especially so high up. So, for those who came in late, as it were: the “Carmen Sandiego” franchise is an “edutainment” series, which primarily teaches social studies such as geography and history. It started off as a series of computer and video games, and was eventually spun off into four separate television programs. Two of them were game shows, the other two were animated programs for kids. The first of these animated programs – and my personal favorite take on the Carmen Sandiego franchise as a whole – was the cartoon series, “Where on Earth is Carmen Sandiego?”

In the pre-Netflix era of the franchise – and, by extension, in “Where on Earth?” – the premise remained largely unchanged: the title role of Carmen Sandiego is the main antagonist of the series. Carmen is a master thief, and the mysterious head of a legion of robbers, spies, and blackmailers known as “V.I.L.E.” She and her cronies go after rare and one-of-a-kind targets, stealing everything from white lion cubs to Elvis’ pink Cadillac to the Statue of Liberty itself and so much more. Trying to capture Carmen and stop her crimes is the ACME Detective Agency: an elite team of sleuths whose primary objective has become the defeat of Carmen Sandiego, who was once a member of the Agency herself before turning rogue.

In the original computer games, before the cartoon show came out, the Player was the lead detective (although they sometimes had helpers who were fellow ACME Agents in different titles). In the game shows, similarly, the players had the roles of the sleuths on Carmen’s trail. Naturally, for “Where on Earth?” this format wasn’t really going to fly: the creators needed specific protagonists, characters with personalities and lives all their own to go after the arch-villainess. Enter Zack and Ivy: the brother and sister teen detective duo who act as Carmen’s arch-nemeses in the series.

Zack is a computer whiz kid who seems to know almost every foreign language under the Sun. He’s a wisecracking jokester who loves riding his skateboard almost as much as he loves catching crooks. (Did I mention this show was made in the 90s?) Ivy, meanwhile, is an expert martial artist, rock climber, and all-around awesome gal who prefers more hands-on methods of detective work. She tends to be a little more serious than her brother. The two are, in some ways, total opposites, and in other ways they work like two peas in a pod: both have a tendency to grow impatient with one another, but each also cares a lot about their respective sibling. What I love about these two is that neither is really treated as the “top detective” of the two; there’s no clear leader or follower between them. Each compliments the other very well with their respective abilities, as well as their respective personality traits. Throughout the show, they use their knowledge of history, and their respective talents, to solve Carmen’s numerous clues and try to stop her crimes.

I absolutely love Zack and Ivy, and many other people seemed to like them, as well. They were even adapted into the video game lineup that sired the franchise: “Where in the World is Carmen Sandiego? Junior Edition,” which was loosely inspired by the cartoon series, featured the pair as helping hands for the Player. They would also become the template for several other characters who would appear down the line in the franchise. Most notably, the two were later reimagined in the aforementioned Netflix reboot; in that version, Carmen is reinterpreted as an anti-hero instead of a straightforward villainess. Zack and Ivy, similarly, are reworked from a pair of intrepid and brilliant detectives out to catch her, to being her two partners-in-crime, and tend to act as the brawn to Carmen’s brain, in some ways. While these new versions of the characters were fun, and fit the new format, I’ll always prefer the original teen detective duo from the first cartoon show.

I was actually sorely tempted to include the pair in the Top 15, but after much deliberation, I felt others earned the higher ranks better. Still…when your arch-enemy is the World’s Greatest Thief, and you do manage to arrest her a couple of times? You’ve earned your stripes, to say the least.

Tomorrow, the countdown enters the Top 15!

CLUE: “It’s called a hustle, sweetheart.”

[cousticks]

silly little headcanon that got way too long and detailed as i typed it out alert:

basically pre-being picked up by mori, dazai, who was bored and lonely, got into the habit of reading every single dystopia/post-apocalypse book he could get his hands on, no matter the actual quality, and strategize his way through thinking how he'd survive that wasteland and/or overthrow that government in the unlikely event it happened and he didn't kill himself immediately (he accidentally invented several methods that would go straight onto the geneva convention if he told anyone about it... he was just being a little silly <3). once he got into the pm and even afterward, one of his primary Bonding Methods was just randomly throwing out the question, "if you were living in an apocalypse with an environment like x and a government like y and you had z amount of supplies, how would you survive them?". he and mori got really into this (mori was extremely kind of sad when chuuya came into the picture and dazai became more invested in playing this game with him). no abilities allowed because that makes it too easy.

anyway. very silly. dazai was pathologically unable to stop himself from laughing at chuuya's face whenever he debunked one of his ideas. he even did this with akutagawa for reasons that remain unknown, though he never failed to use this as a 'learning opportunity' and ruthlessly criticize aku's lack of strategic thinking.

to dazai's eternal resentment ango is actually one of the best people to play it with, and oda was... not that good. he's a himbo, your honor, he doesn't get this stuff.

ANYWAY. in the ada he uses it to teach the kiddos tactics and also have fun/be nostalgic. fyodor is vaguely offended dazai never offered to play with HIM. kunikida and ranpo love it but kuni will never admit it (he's kind of bitter that he can't use doppo poet to cheat code his way through everything). fukuzawa got weirdly invested the one time he played it. yosano doesn't really like it because the idea of treating injuries in such unsanitary conditions gives her hives, but naomi is actually pretty good at it! etc etc

hey did you dig into my childhood inner psyche bc planning what i'd do in apocalypse scenarios was one of my hobbies as a child. except mine usually ended in leading a biker gang so they were rather fantastical.

anyway. i really really like this hc and your takes on how good the other characters are at dazai's game. he was exactly the right type of weird little kid for this. dazai 100% would have played this with hirotsu while they were walking into suribachi. I think gramps would have been pretty good at it, too. he's survived many mafia bosses now, i think an apocalypse goes with his morning tea.

i agree with ango being really good at it too, and oda... not as much. the man is meant to exist around other people whether he likes it or not.

funnily enough i think ranpo would be painfully bad at it. he can read other people, but as far as actual survival skills? someone help him. please.

little thought games like this kind of go in line with Dazai being based off the No Longer Human novel, as well. one of the things that stuck with me the most from that novel are some of the word games Yozo played with his acquaintances, namely the game of opposites. (If you haven't read it-essentially, it was a debate over what the true 'opposite' of a concept was. ex. what is the opposite of a flower? you could say rock, but that's still an element of nature, where metal is something man-made, and is not so delicate, so the opposite of a flower could be a metal block, etc. i've played it with friends before, its quite fun). i could see Dazai (character) himself playing that as well. Weird kid inclined towards thought experiment games. I like this a lot

[sakalyawisdom24]

Sakalya Wisdom: Your Premier Educational Haven in Seegehalli and Whitefield

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Preschool Near Seegehalli: Our preschool near Seegehalli focuses on laying a strong foundation for your child's future academic success. With a curriculum designed to foster creativity, critical thinking, and social skills, we ensure that each child receives personalized attention to thrive academically and emotionally.

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In summary, Sakalya Wisdom is more than just a childcare facility; it's a place where children's potential is nurtured, and families feel supported. Contact us today to learn more about our programs and enroll your child in an educational journey filled with growth and discovery.

[religion-is-a-mental-illness]

By: Gregory Brown

Published: Sep 1, 2023

About the Author

Dr. Greg Brown is a professor of Exercise Science at the University of Nebraska at Kearney where he also serves as the Director of the LOPERs General Studies program. His primary teaching responsibilities are undergraduate and graduate courses in Exercise Physiology, but he has also taught courses in Introductory Anatomy & Physiology, Sports Nutrition, Research Methods, and Professional Development in Exercise Science. His research has evaluated the effects of nutritional supplements on the physiological response to exercise, the physiological responses to various types of exercise, effective teaching in the exercise science program, and sex-based differences in sports performance. He has authored or co-authored over 50 peer reviewed publications and serves as a peer-reviewer for over two dozen academic journals. He is a member of the American College of Sports Medicine (ACSM), the National Strength and Conditioning Association (NSCA), and the Association of American Educators (AAE). 

He and his wife (Amber) have two adult sons and one daughter-in-law. Sadly, both their cat and dog passed away in the past year. His hobbies include running, hunting, fishing, studying history, and watching movies. 

--

In the current battle over women’s and girls’ rights to female-only sports, a commonly heard mantra is that there are no sex-based differences in sports performance before puberty. Those who make this claim often contend that if a male is put on puberty blockers before age 12 (or Tanner development stage 2; whichever comes first), he can compete fairly in the female category. But is this really true?Are there really no differences in athletic performance between boys and girls before the onset of puberty? Do puberty blockers administered to children really erase male sex-based athletic advantages? Below, I’ll try to provide answers to these questions.

Like many things currently being put forth in public discourse as settled science, the presence or absence of sex-based athletic differences before puberty is not an open and shut case. There are few databases of records for children’s competitive sports performance and there has been limited scholarly research evaluating sex-based differences in competitive sports performance before puberty. Currently, there are no consensus statements from professional organizations such as the North American Society for Pediatric Exercise Medicine (NASPEM), the National Strength & Conditioning Association (NSCA), the American College of Sports Medicine (ACSM), or the National Athletic Trainers’ Association (NATA) stating that there are, or are not, sex-based differences in athletic performance before puberty.

Below, I will cover the main reasons our data on pre-pubertal sex differences in athletic performance is relatively poor, and draw some preliminary conclusions based on the data we do have that indicates such differences are actually quite significant.

Lack of Records

One challenge that arises when trying to determine whether there are sex-based differences in athletic performance before puberty is the limited availability of records documenting competitive athletic performance in children. For adults participating at the Olympic and collegiate levels, meticulous record-keeping is the norm, and these records are readily accessible online. A simple internet search yields numerous listings of Olympic and collegiate records spanning various sports such as swimming, track and field, cross country, bicycling, and more.

Similarly, records for sports in secondary schools are also carefully maintained. In the United States, it is fairly easy to obtain the results of the most recent state high school track championship from news sources and on the state scholastic athletic association websites. Most secondary schools additionally showcase records for track and field, cross country, and other sports. The abundant availability of records in the Olympic, college, and secondary school arena makes it very easy to compare male and female athletes competing in the same events at the same level of competition. Such comparisons vividly illustrate that once puberty sets in, males outperform females by 10-30 percent (depending on the sport and event).

However, most sports involving pre-pubertal children operate outside the jurisdiction of state scholastic athletic association or even the local primary school. Instead, these activities are typically organized by local clubs or community recreation departments. Children’s sports often prioritize recreation and skill development over competitiveness. As a result, records pertaining to race times, throwing distances, weightlifting achievements, or other athletic benchmarks for children are not as meticulously maintained or as readily accessible as records for high school, college, or Olympic sports. Some have interpreted the lack of records for children’s sport as an indication that any sex-based differences in athletic performance before puberty are negligible or insignificant.

Lack of Scholarly Attention

Adding to the challenge of limited records detailing competitive athletic performance before puberty is the constrained number of available scientific evaluations. For example, Handelsman [1] analyzed publicly accessible data on swimming, running, and jumping in children and adolescents. Although his data clearly illustrate that boys aged 10 and under run faster, swim faster, and jump farther than girls of comparable age, he published these findings in 2017 in a paper titled “Sex differences in athletic performance emerge coinciding with the onset of male puberty.”

In 2019 Senefeld et al. [2] drew upon data from USA Swimming and found that, before age 10, the top 5 girls swam faster than the top 5 boys. However, no disparities in swimming performance were observed between the 10th-50th ranked girls and boys. Additionally, in 2020, Huebner and Perperoglou [3] reported that there were no sex-based differences in competitive weightlifting performance before age 10. To my knowledge, these studies represent the only scholarly examinations of competitive performance in children before puberty.

Taken together, the scarcity of sports records for pre-pubertal children and the limited scholarly output on children’s competitive performance has led some to conclude that there are no differences in athletic performance between boys and girls before puberty. Some have even gone so far as to erroneously asserting that a broad consensus exists regarding the absence of sex-based differences in athletic performance before this developmental stage. However, this does not appear to be true, and in the sections below I will present information that demonstrates the existence of sex-based differences in athletic performance before puberty.

School Based Fitness Testing

In contrast to the limited records available for sports performance and the scarcity of scholarly evaluations regarding children’s competitive sports performance, there exists a plethora of scholarly evaluations focused on school-based physical fitness testing in children as young as six years old. Various tests, such as the Presidential Fitness Test, FitnessGram, Eurofit Fitness Test Battery, and other school-based physical fitness assessments, consistently show that boys tend to outperform girls of the same age in tests measuring muscular strength, muscular endurance, running speed, aerobic fitness, ball throwing, and kicking distance. On the other hand, girls tend to perform better than boys in tests assessing flexibility.

A small sampling of publications evaluating school-based physical fitness testing includes a longitudinal evaluation of 240 German boys and girls aged 9-12 years [4], an analysis of 85,347 fitness test results among Australian boys and girls aged 9-17 years [5], an evaluation of 424,328 Greek boys and girls aged 6-18 years [6], a study examining 1,142,026 performances in a 20-meter shuttle run among boys and girls aged 9-17 year from 50 countries [7], and an assessment of 2,779,165 Eurofit performances among boys and girls aged 9-17 year from 30 countries [8]. 

Collectively, these studies (along with many others not listed here) indicate a consistent pattern: before puberty, boys tend to outperform girls of the same age in tests measuring muscular strength, muscular endurance, running speed, aerobic fitness, ball throwing, and kicking distance. Conversely, girls typically exhibit better performance in tests focused on flexibility. While physical fitness tests do not always accurately predict success in competitive sports, physical fitness is often a prerequisite for success in sports.

Sports Records

USA Track and Field (USATF) sanctions youth track and field meets in most states, including regional and national championship events. The youngest age categories in USATF are the 8-and-under and the 9-10-year-old age groups, both of which can reasonably be assumed to represent pre-pubertal athletes. Upon evaluating the performances at the USATF state-level Junior Olympics, it becomes apparent that boys frequently jump and throw farther, and run faster than comparably aged girls.

For instance, if we examine the race times for the 100m, 200m, 400m, 800m, and 1500m races, along with the distances achieved in shot put, javelin, and long jump events in the 2023 USATF Nebraska Association Junior Olympics [9], for both boys and girls in the 8-and-under age group, we find that no girl would have outperformed a boy to secure the gold, silver, or bronze medals in any of these events. For the same events in the 9-10-year-old age group, only one girl would have secured a gold medal (out of a possible 8), while two girls would have clinched silver medals (out of 8), and another two girls would have won bronze medals (out of 8). Of course, one could reasonably argue that data from a single youth track meet in Nebraska may not be representative data for pre-pubertal athletic performance as a whole.

So, if we make the same comparison in the same events (100m, 200m, 400m, 800m and 1500m races, and the distances for shot put, javelin, and long jump) in the 2023 USATF Arizona Association Junior Olympics [10], we observe that girls in the 8-and-under age group would have secured zero gold medals, one silver medal, and two bronze medals. In the 9-10-year-old category, a girl would have tied with a boy for a single gold medal, and three girls would have taken home bronze medals. Yet, once again, one could reasonably argue that the combined data from track meets in Nebraska and Arizona may not accurately represent the broader spectrum of pre-pubertal athletic performance.

So, if we make the same comparison for the same events (100m, 200m, 400m, 800m and 1500m races, and the distances for shot put, javelin, and long jump) at the 2023 USATF National Youth Outdoor Championships [11]—an event that includes athletes from many different states—we discover that girls in the 8-and-under age group would have won two gold medals (out of 8), three silver medals (out of 8), and no bronze medals. Girls in the 9-10-year-old age group would have won a single gold medal, two silver medals, and two bronze medals. Collectively, looking at these three track meets, placing side by side the race times for the 100m, 200m, 400m, 800m, and 1500m races, as well as the distances for shot put, javelin, and long jump for boys and girls in the 8-and-under and 9-10-year-old age groups, it’s clear that if girls were to compete against boys, they would have secured only 23 out of 144 medals. Within this tally, girls would have received only five out of 48 gold medals.

Of course, one could reasonably argue that the examples above represent only a single year and only three specific track meets. However, if we evaluate the overall youth records for the best performances in running, throwing, and jumping from USATF [12], the USATF National Junior Olympics [13], and the School Sport Australia Track & Field Championships [14], they collectively indicate that boys aged 10 and under outperform girls of the same age across all recorded events. On average, boys outperform girls by 3 percent in running, 9 percent in jumping, and 16 percent in throwing events. Similarly, records for boys aged 10 and under in USA Swimming show faster times than girls' records in 18 out of 22 events [15].

While examining medal counts at specific track meets offers valuable, albeit somewhat anecdotal, insights into performance differences between boys and girls before puberty, these counts do not qualify as a rigorous scientific evaluation. Though scholars often use evaluations of overall records for best performances to showcase sex-based differences in adult athletic performance, disparities in pre-pubertal children’s performance are frequently dismissed as being too small to be meaningful. Moreover, the overall youth records from USATF have not been updated since 2018, the records from the USATF National Junior Olympics have not been updated since 2019, and the School Sport Australia Track & Field Championship records have not seen updates since 2016. It’s unclear why these records have not been updated, but it does raise some questions about the accuracy of these records.

Nonetheless, by considering scholarly assessments of school-based fitness test data, several youth track meets, track and field best performance records, and swimming best performance records, it certainly seems like there is an emerging pattern of pre-pubertal male sex-based athletic advantages.

Scholarly Evidence for Sex-Based Sports Differences Before Puberty

Some colleagues and I have recently presented an assessment of sex-based differences in athletic performance before puberty at the 2023 Annual Meeting of the American College of Sports Medicine [16]. Drawing upon a national database of track and field performance (athletic.net) and evaluating the top 10 performances for boys and girls in the 8-and-under and 9-10-year-old age groups over a 5-year period, we observed consistent trends. Boys consistently (and statistically) ran almost 5 percent faster, long jumped 6 percent farther, threw the shot put 20 percent farther, and threw the javelin 40 percent farther than girls of the same age. At the 2023 Annual Meeting of the American College of Sports Medicine, a separate team of researchers from a different university used the same database, albeit with slightly different evaluation methods, and came to similar conclusions regarding the pre-pubertal advantages of male athletes [17].

In light of these findings, it is reasonable to conclude that male athletes indeed possess advantages in sports performance before reaching puberty. This conclusion is founded on extensive scholarly evaluations of fitness tests in schools, data gleaned from youth track meets and records, as well as youth swimming records for best performances. My personal analysis of the top 10 national track and field performances for boys and girls within the 8-and-under and 9-10-year-old age groups across a 5-year period supports this, further corroborated by similar outcomes from another team of researchers. Admittedly, the sex-based disparities before puberty are less pronounced than after puberty, but they exhibit a consistent pattern that yields a statistically significant difference favoring male athletes.

What about Puberty Blockers?

Whether there are, or are not, sex-based differences in athletic performance before puberty still leaves questions about how puberty blockers affect athletic performance. The truth is, we don’t have enough information to answer questions about how puberty blockers affect athletic performance. There are no published studies evaluating the effects of puberty blockers on muscle strength, muscle endurance, running speed, aerobic fitness, as well as throwing or kicking distance in children, whether in school or laboratory settings. Similarly, there is no research on how puberty blockers might impact performance in competitive sports. Limited studies have touched upon the effects of puberty blockers on body composition and height.

Two long-term studies investigating the impact of puberty blockers on body composition and height indicate that the sex-based differences in lean body mass [18] and height [19] persist even after 2 years on puberty blockers followed by an additional 6 years of so-called “gender-affirming hormone therapy.” It is undeniable that male advantages in lean body mass and body height translate to athletic advantages as adults. It’s reasonable to assume that these advantages also extend to athletic performance among children and adolescents. The sex-based differences in performance in children may be smaller than in adults, but small differences can mean the difference between a gold medal and no medal in sports.

Conclusion

Readers of Reality’s Last Stand will be familiar with the important sex-based differences between males and females. These differences begin at conception and continue throughout one’s life. Sex-based anatomical and physiological differences confer inherent athletic advantages to males when compared to females of the same age, possessing similar talents and undergoing similar training, across all age groups, even before puberty. Having a transgender identity, with or without the use of cross-sex hormones, does not eliminate sex-based differences in anatomy and physiology, nor does it erase sex-based differences in athletic performance.

It is my opinion that, in order to maintain a level playing field for female athletic competition, transgender identified males (i.e., “transgirls” and “transwomen”) should not be allowed to participate in the female sports category before or after puberty even when puberty blockers are used.

[grimoiresontape]

So You’re Interested In Necromancy

Hello there. A little raven told me you were interested in necromancy… 

After receiving positive feedback about the helpfulness of my post compiling my ever-expanding list of geomancy resources, I wanted to make one available on my work with the dead. Given that I have a number of courses and class recordings hosted by The Cauldron Black – and all available for purchase on their Class Archives – along with other class-bundles and course series on this site it just made sense to have them all in one place right here.

Radio Free Golgotha & Nights of Folk Necromancy

I would be remiss if I didn’t begin this post with a mention of the pod’ I ‘cast with my dear friend Jesse Hathaway-Diaz. Entitled as it is, folk necromancies of a variety of sorts are regularly discussed on Radio Free Golgotha.

You can also actually see as well as hear us talk a whole Night of Folk Necromancy hosted by Morbid at Hauser & Wirth, exploring a variety of encounters between the living and the dead; from accidental hauntings to deliberate conjuration of ghosts, and everything in between.

Jesse and I also co-mod (with esteemed pal Ben Joffe) the Liber AF group Folk Necromancy, where we drop the hottest new excavated tomb news, chat de-colonialism and ancestral foodways, share upcoming nigromantic events and much more.

All My History Is Necromantic

For those looking for a lively class recording bundled with primary source scans and scholarly resources giving historical rundown of early modern necromancy, look no further than my class-bundle, Raising the Dead: A History of Early Modern British Necromancy, which charts pre-modern contexts of death and dying, the use of corpses as materia and spell components, and various forms and instances of trafficking with shades of the dead.

  Getting Stuck In

For those looking to start their practical necromancings, my five-part course Necromancy for Beginners grounds students in historical understandings and examples of necromancy, presents the fundamentals of ancestor veneration for necromancers, offers techniques for working with the Great Dead who inspire and offer us wisdom from beyond the grave, outlines strategies for successfully working in graveyards and with your local dead, and imparts advice about dealing with restless and hungry shades. 

For those wanting to dig a little deeper, my modular series Advanced Necromancy for Beginners presents four independent but interlocking sets of teachings on various aspects of necromantic cunning:

Seeking To The Dead presents a variety of early modern approaches to ghost-work, from fallen angels to fairy intermediaries, and from alluring vapours to the cunning afterlives of good Genii, Magi ancestors, and the abetting dead.

Seeing in the Dark presents means and methods of focusing and deepening spirit contact, communication, and conjuration: from strange oils, ointments, and eye-washes, to clarifying smokes and asperings, and from dreaming charms to haunted pillows.

Of Smoke & Speech presents in-depth analysis of the airy mysteries of magical breath, voice, song, speech, as well as the cunning means by which nigromancers scent their circles and charge their spirits through smoke: from ‘Hekate’s Commandments’ to ‘Instructions of Cyprian’ and beyond…

On Sable Wings presents various operative means of working various melancholic mysteries of necromancy: hunger and fasting, abstinences and (taking on) taboos, graveyards and their politics, black garments and black magic, and the emotional and spiritual gravity of the grave,

You can either buy these class recordings individually from the above links, or get the whole Advanced Necromancy for Beginners course set for a tidy little discount here.

  Gravedirt Under The Fingernails

For those looking for further particular training in the operative mechanics and techniques of necromancy, I have both class-bundles and courses.  

My class-bundle Instruments of Nigromancy offers analysis of historical exemplars of the tools of necromancers drawn from grimoiric record and the working-books of cunning-craft. Definitely one for the folk necromancers.  

My Cousin of Death class-bundle examines the techniques and operations of dream incubation in pre-modern necromancy – combining planetary magic, sigilwork, conjuration, suffumigations, talismans and much more to traffick with specters and dearly departed.

Necromancy for the Whole Family

One aspect of working with the dead that might not immediately strike the enterprising necromancer as helpful – but which nonetheless absolutely stabilises and further secures success for us – is venerating and working with familial dead; the beloved departed and returning ancestors who guide, strengthen and protect us.  

And so I include my three part modular series Ancestor Veneration for Beginners here for anyone looking to (further) secure beneficial relations with not just friends but family on the other side. The three interlocking but independent class recordings of this series run thusly:

Fundamentals presents the foundations of ancestor veneration, and discusses genealogy and chosen family, reciprocity in our relationships, the whats, hows, and whys of shrines and our sessions at them, as well as touching on some of the effects and issues that can be worked through getting and staying in right relations with our dead.

Troubleshooting helps students through some of the difficulties we may encounter in seeking these right relations with ancestors: from uncertainty, confusion and “dry spells”, to navigating potential familial tensions and living spaces,  as well as offering some advice for dealing with unpleasant, unhelpful, and otherwise restless dead.

Ever-Deepening presents ways to further enrich and engage with ancestral protection and support, emphasising the importance of both short and long forms of divination. The use of materia for and from the dead is also explored, and we consider the importance of both tradition and autonomy in our veneration and well-being, and in seeking to live up to the benefits of our blessings. 

Once again, you can either buy these class recordings individually from the above links, or get the whole Ancestor Veneration for Beginners course set for a lovely little discount here.

  Tutelary Shades of Dead Magicians

For anyone interested in the necromancies of learning magic from dead practitioners, I have a couple of class recordings on just such sorts of work. Because who doesn’t love a dead magician. 

Most infamously, nigromancers of various sorts have sought the patronage and powerful secrets of one so-called sorcerer-saint, Cyprian of Antioch. My class Saint Cyprian: A Patron Saint of Black Magic presents the hagiographic magic and historical grimoiric sorceries of this saint of necromancers; from his Black Books to modern expressions of his veneration and nigromancy.

I also have three class recordings from The Cauldron Black’s Mighty Dead series (which I happened to curate and chair) that should be of particular interest to cunning nigromancers:

Mighty Dead: Heinrich Cornelius Agrippa discusses the history, work and afterlife of one of the early modern period’s most infamous occult philosophers; as well as offering some advice on approaching his shade and soul.

Mighty Dead: Anne Bodenham presents the cunning life and work of the Wise-Woman – and, later, Witch – of Wiltshire; tracing the shifting conceptions of cunning-folk, witchcraft, diabolism, spirit conjuration, and grimoire magic; as well as concluding with some helpful approaches to work with the Cunning Dead.

Mighty Dead: King Solomon – a class co-taught by my friend and colleague, the inestimable Matthew Venus of Spiritus Arcanum – offers insights into the legendary life and magics of that patron of grimoiric sorcery and spirit conjuration King Solomon; as well as tracing a more spirit-centred re-orientation of what is called “Solomonic” magic.

  Devils and the Dead

Finally, while not strictly focused on working with the dead, for those who employ goetic magic in their necromancy – or vice versa – to empower their work with the dead through sympathetic devils, I can heartily recommend my three-part series, A Goetia of the Four Kings Foundation Course, which traces the grimoiric record and potent conjurations for working with the four cardinal Regent spirits of early modern grimoiric nigromancy: Oriens, Paymon, Amaymon, and Egyn.

   Memento Mori To Check Back On This Post Periodically

I have a lot more classes and courses I’ve taught online that I am in the process of putting up on my site to purchase as recordings at the moment. So I will be adding to this here blogpost as a one-stop-shop for people to check up on what’s available as they are added.  

You can also keep abreast of new classes and courses – both live online and on the site as recordings – on my Friends of English Magic mailing list or having a look-see over at my Linktree hub.

I wish you all clear airs, benevolent shades, and ever-resurrecting blessings in all your necromancings. Cheers folks.

[ssenvs3000f23]

Teaching Learners

Blog 2: Describe your ideal role of environmental interpreter. What might it entail? Where might it be? What skills might you need?

My ideal role of an environmental interpreter would be to act as a guide to connect people to the world around them. I say that I would prefer to act as a guide because every person will have their own unique bond to nature based upon their lived experiences. Ideally as an environmental interpreter, I would not be dictating these relationships but rather providing resources to increase an individual connection.

 As an interpreter my goals would be to help establish initial connections, draw attention to the benefits of having a healthy relationship with your natural surroundings, and give opportunity to further knowledge about the natural world. I am fortunate to have grown up with a very positive and rewarding connection to nature. I can’t begin to express how much I have learned about myself and nature from these experiences. I want to share those types of learning experiences with others so that they can understand the joy that nature can bring. Recently, I have found that there is a serious disconnect between people and the natural environment they live in. It is my belief that increasing personal connections to the natural world will result in a positive climate influence. Nature has given me so much throughout my life; the benefits of simply being exposed to green spaces have been extensive and plentiful. From this, I feel as though I have a sense of duty to giving back to it through sustainable living and helping educate others. I want to help foster meaningful connections to the natural world.

For as long as I can remember I have been drawn to the ocean and its inhabitants. The marine biologist in me would absolutely adore to be a guide on whale watching tour. Whales have been a favourite of mine for as long as I can remember, so to interpret in that setting is the dream. Although I would be thrilled to do this job anywhere, I have always wanted to travel French Polynesia, specifically Mo'orea. This location appeals to me as it is located on part of the humpback whale migration path from June to November. Not to mention, there is an abundance of marine life that I would be eager to observe. Species of interest include stingrays, sea turtles, and black tip sharks. My pre-existing knowledge about the species would be an obvious asset to creating a meaningful experience for guests and my passion for the ocean would only add to the fun.

After taking the learning style quiz, I have learned that I am a visual and kinesthetic learner. As the textbook states, it is important, as interpreters, to appeal to the three general learning domains: cognitive, kinesthetic, and affective (feelings). By catering to all of these domains, interpreters can facilitate learning for a large range of visitors.

Drawing on my experience as a swim and lifesaving instructor I would say that there is a plethora of skills required to pass on information to a variety of age groups. I’ve taught a wide range of ages (3 months- 65 years), so I have experience catering to different groups of people. It is so important to use a variety of methods to deliver information as everyone learns differently. In my ideal interpreting job, my primary goal would be to ensure that every person walks away from the experience with a positive story to share.

[dhruvseo01]

"Why Parents in Lucknow Prefer Siddhant World School for Primary Education"

Why Parents in Lucknow Prefer Siddhant World School for Primary Education

When it comes to choosing the best education for their children, parents in Lucknow are increasingly turning to Siddhant World School (SWS), a leading institution that has garnered recognition for its excellence in primary education. Offering a dynamic and nurturing environment, SWS ensures that children receive the best start to their educational journey. From its impressive infrastructure to its innovative curriculum, parents trust Siddhant World School to provide their children with the tools they need to succeed.

A Foundation for Success in Early Years

The early years of a child’s education play a pivotal role in shaping their academic future. Siddhant World School understands this well, offering one of the Best Pre Primary Schools in Lucknow. The school’s pre-primary curriculum is thoughtfully designed to engage young minds through a combination of play-based learning, structured activities, and interactive sessions. By focusing on cognitive development, motor skills, and emotional intelligence, the school prepares children for the challenges of formal schooling.

As one of the Top Pre Primary Schools in Gomti Nagar Lucknow, Siddhant World School attracts parents who want their children to begin their educational journey in a positive, supportive environment. Whether it’s the first step into pre primary schools in Lucknow or finding the Lucknow best pre primary schools, Siddhant World School stands out for its commitment to high-quality early childhood education. The school uses a blend of traditional teaching methods and modern, innovative tools to ensure that children learn through exploration and creativity.

For parents seeking best preschools in Lucknow, the individualized attention given to each child at Siddhant World School sets it apart from other institutions. Teachers take time to understand the unique needs of each student, creating a learning experience that is both fun and educational. Similarly, for those looking for Best Nursery Schools in Lucknow, Siddhant World School offers an ideal environment where children can grow emotionally, socially, and intellectually.

Transitioning to Primary Education

Once children have a solid foundation in their early years, Siddhant World School continues to build on this base with its Best Primary Schools in Lucknow. The school’s primary education curriculum is carefully crafted to foster academic excellence and a love for learning. At SWS, children are encouraged to be curious, to ask questions, and to explore subjects in-depth. The school's primary level education includes a balanced mix of academics and extracurricular activities, ensuring that children receive a well-rounded education.

For those considering primary schools in Lucknow, Siddhant World School stands as a top contender. The school’s educational philosophy focuses on developing critical thinking, problem-solving skills, and creativity. These qualities are nurtured through engaging lessons in subjects like mathematics, science, language arts, and social studies. The curriculum also integrates technology to enhance the learning experience, ensuring that students are prepared for a digital future.

For parents looking for a primary school in Lucknow Gomti Nagar or seeking primary schools in Gomti Nagar Lucknow, Siddhant World School offers easy access to high-quality education. Its central location makes it an ideal choice for parents living in and around the Gomti Nagar area.

Holistic Development and Extra-Curricular Activities

What truly sets Siddhant World School apart is its emphasis on holistic development. While academic excellence is important, the school believes in nurturing well-rounded individuals. This is why SWS places a strong focus on extracurricular activities, including sports, arts, music, dance, and drama. These activities play a key role in developing leadership skills, teamwork, and self-confidence in children.

Siddhant World School offers a variety of options for students to explore their interests outside of academics. By engaging in extracurricular activities, children not only build their skills but also develop important life values such as discipline, perseverance, and collaboration. The school encourages students to participate in various inter-school competitions and cultural events, creating opportunities for growth beyond the classroom.

State-of-the-Art Infrastructure and Facilities

One of the reasons why Siddhant World School is a preferred choice for parents is its world-class infrastructure. The school boasts spacious classrooms, well-equipped laboratories, libraries stocked with a wide range of books, and dedicated spaces for sports and arts. The safe and clean environment of the school ensures that children feel comfortable and secure while learning.

The school’s campus is designed with the child’s well-being in mind, offering ample space for physical activities and outdoor play. This emphasis on physical development is complemented by a focus on mental and emotional well-being, with counselors available to support students' mental health.

Smooth Transition to Secondary Education

For parents considering the long-term educational journey, Siddhant World School provides a seamless transition from primary to secondary education. The school has an excellent track record of preparing students for the challenges of secondary education, ensuring that children are well-prepared for the future. As a result, Siddhant World School is not only one of the Best Primary Schools in Lucknow but also a top choice for those who are looking for an institution that supports their children through all stages of education.

For those exploring secondary schools in Lucknow or seeking a Best Secondary School Lucknow, Siddhant World School ensures continuity in the quality of education, preparing students for further academic success and personal growth.

Why Parents Choose Siddhant World School

Parents in Lucknow prefer Siddhant World School for its outstanding reputation, commitment to academic excellence, and focus on holistic development. The school’s innovative teaching methods, excellent infrastructure, and emphasis on extracurricular activities make it a leading choice for primary education. Whether you're considering best school in Lucknow or looking for a best school in Gomti Nagar Lucknow, Siddhant World School is recognized for its ability to provide children with an education that is second to none.

By offering a balanced and enriching educational experience, Siddhant World School has earned the trust of parents who want the best for their children. The school’s commitment to nurturing young minds, combined with its forward-thinking approach, ensures that children are well-prepared for the future, both academically and personally.

[kiyalearning01]

Master the Numbers: The Ultimate Guide to Math Classes in Singapore

Mathematics has long been regarded as the foundation for logical reasoning and analytical thinking. For students in Singapore, a strong grasp of mathematical concepts is more than just a classroom requirement—it’s a pathway to success in various academic and professional fields. With the advent of online education, finding Math Classes in Singapore and accessing high-quality instruction has become easier than ever. Platforms like Kiya Learning have revolutionized the way students approach this essential subject.

Why Choose Math Classes in Singapore?

Singapore is renowned for its rigorous education system and excellent mathematics curriculum. Students from this island nation consistently outperform their global peers in international assessments. Here’s why choosing Math Classes in Singapore makes a difference:

Tailored Curriculum: Singapore’s math syllabus focuses on problem-solving and critical thinking skills.

Qualified Educators: With highly trained teachers, students benefit from personalized attention.

Diverse Offerings: Whether it’s basic arithmetic or advanced calculus, there’s a course for everyone.

Competitive Edge: Strengthening math skills enhances students’ academic performance across disciplines.

Advantages of Online Maths Classes in Singapore

With the rise of digital platforms like Kiya Learning, Online Maths Classes in Singapore have become a popular choice. Here’s why:

Convenience: Students can learn from the comfort of their homes.

Flexibility: Classes are scheduled to suit busy students and working parents.

Interactive Tools: Virtual classrooms are equipped with cutting-edge technology, making learning engaging and effective.

Wide Reach: Access expert tutors regardless of location.

Math Classes for Kids in Singapore: Starting Early

Building a solid foundation is crucial for young learners. Enrolling in Math Classes for Kids in Singapore ensures that children grasp fundamental concepts early on. Kiya Learning specializes in creating interactive and enjoyable lessons for young minds. Key benefits include:

Customized Learning: Lessons are tailored to match each child’s pace.

Play-Based Methods: Using games and activities to teach math ensures kids remain interested.

Confidence Building: Early mastery of math boosts self-esteem and prepares children for future academic challenges.

Finding the Best Maths Classes Singapore

When it comes to locating the Best Maths Classes Singapore, Kiya Learning stands out for its comprehensive offerings:

Features

Kiya Learning Highlights

Experienced Tutors

Instructors with years of teaching expertise.

Interactive Curriculum

Engaging lessons designed for maximum retention.

Affordable Fees

Quality education at competitive rates.

24/7 Support

Assistance whenever students need it.

Popular Programs Offered by Kiya Learning

Basic Math for Young Learners: Ideal for preschoolers and primary school students.

Advanced Mathematics: Suitable for secondary school and pre-university students.

Specialized Courses: Focused modules on algebra, geometry, and calculus.

Exam Prep Classes: Targeted training for PSLE, O-Level, and A-Level exams.

Success Stories: The Kiya Learning Impact

Parents and students who have opted for Kiya Learning’s Math Classes in Singapore have consistently reported outstanding results. Testimonials highlight improved grades, increased confidence, and a newfound love for math.

FAQs About Math Classes in Singapore

Q1: Why should I consider online classes for my child?

A: Online classes offer flexibility, personalized attention, and access to top tutors without the hassle of commuting.

Q2: What makes Kiya Learning stand out among other platforms?

A: Kiya Learning provides a tailored curriculum, experienced instructors, and affordable pricing, ensuring value for every student.

Q3: Are there trial classes available?

A: Yes, Kiya Learning offers free trial classes to help parents and students evaluate the program.

Q4: Can these classes help with exam preparation?

A: Absolutely. Kiya Learning’s exam-focused modules are designed to help students excel in PSLE, O-Level, and other standardized tests.

Q5: What is the age range for students?

A: Kiya Learning caters to all age groups, from preschoolers to pre-university students.

Conclusion

Whether you’re seeking Math Classes in Singapore, exploring the convenience of Online Maths Classes in Singapore, or enrolling your child in Math Classes for Kids in Singapore, Kiya Learning is your trusted partner. By offering some of the Best Maths Classes Singapore, the platform ensures every student has the tools to succeed.

Don’t wait! Take the first step toward math mastery today with Kiya Learning and experience the difference.

CONTACT  US  - 

Instagram - https://www.instagram.com/kiyalearning/                                https://www.instagram.com/kiyalearningsingapore/

Website URL -

https://kiyalearning.sg/

https://kiyalearning.com/

Business Email -contact@kiyalearning.com

  Whataap Link -   https://wa.me/message/SABJEJKZBD5IE1

[vijethaacademy]

Distance B.Ed. in Hyderabad: A Comprehensive Guide to Online B.Ed. Programs

Education is a highly regarded (appreciated) profession in society nowadays. The Bachelor of Education (B.Ed.) through distance learning provides the opportunity to people who are interested in becoming a teacher. This approach allows parents who must constantly commute, work, or simply cannot attend regular full-time mode programs to earn their degree. The distance B.Ed. program utilizes the open and distance learning (ODL) approach in order to accommodate the student’s needs. When people give education to others, they not only create a background for others but also gain knowledge and enrich themselves.

Eligibility Criteria for Distance B.Ed. Programs

The distance B.Ed. courses are unique because they are quite different from the regular B.Ed. courses. To qualify, candidates should meet some criteria.

Educational Background: Applicants should have secured 50% marks in a Bachelor’s or Master’s degree. It can be in arts, science, commerce or engineering.

Previous Teacher Education: Candidates who have done their teacher education through institutions approved by NCTE (National Council for Teacher Education) in a face-to-face format can also apply.

In-Service Teachers: Applicants can enrol if they are working as trained teachers in elementary education at the moment.

Teaching Experience: A candidate should have a minimum of two years of teaching practice in primary or secondary school.

Curriculum Overview

Online B.Ed. program comprises numerous core areas, including special education, educational technology, educational psychology, curriculum development, classroom behaviour management, teaching methods, assessment, and evaluation. The education courses in this major provide future teachers with all the tools they need to succeed in the field of education.

Benefits of Distance B.Ed. Programs

Distance B.Ed. courses are especially beneficial for working men and women and those who have no access to conventional college campuses. These programs are a mix of pre-recorded content and synchronous weekly sessions, which is quite beneficial. Distance B.Ed. programs often raise some questions in the students’ minds about whether they will offer the same opportunities as a regular program. It is important to note that though traditional courses offer some benefits, well-accredited distance programs also carry significant weight in the job market.

Engaging Learning Experience

Top-rated universities have developed online B.Ed. degrees that give students the choice to participate at their own speed by giving them access to online curriculum, taking courses through streaming audio & visual, participating in discussion forums, and turning in assignments virtually. Students in this virtual classroom must practice their communication skills and interact with their teachers and classmates to reflect on their own learning

Ensuring Quality Education

It is very important to ensure that the online B.Ed. college selected is accredited. An authentic and credible Distance bed in Hyderabad is the one you need to pick. This infers that the local colleges and educational institutions will also recognize the certification. However, prior to making a decision, check the ratings and endorsements of the universities in question to avoid making losses when it comes to education.

As the educational landscape continues to evolve, you should stay updated on the latest information regarding online B.Ed. programs. Consult UGC-accredited institutions or other regulatory bodies based in Hyderabad to get a picture of the program's requirements and offerings.

Conclusion

So, to sum up, it is worth it to seek a Distance bed in Hyderabad due to the flexibility it affords and the numerous opportunities available to the learners. With Vijetha Academy, individuals who want to work in the education sector can reach their dreams and make their voices heard.

[beansproutspreschool]

Pre Nursery Schools in Gurgaon - Beansprouts Pre-Primary School"

Beansprouts Pre-Primary School is one of the leading pre nursery schools in Gurgaon, offering a raising environment for young learners. With experienced educators, innovative teaching methods, and a focus on entire development, we provide your child with the best early learning experience. Enroll today for a bright future!

Learn more visit this Website: https://beansprouts.in/best-pre-nursery-school-in-gurgaon/

[mount-carmel]

Mount Carmel: Leading Pre-Primary School in Gurugram

Mount Carmel is one of the Top Cbse Schools in Gurugram, committed to providing high-quality early education. The school uses innovative teaching methods that focus on holistic development, combining academics with creative activities. Mount Carmel’s safe and interactive learning environment ensures that children feel supported and inspired. As one of the best pre-primary schools in Gurugram, it emphasizes the development of social, emotional, and cognitive skills, setting children on a path of success in their educational journey.

[oisdgp]

Best Pre Primary Schools in Durgapur: A Parent’s Guide to Excellence

ODM International School, one of the best pre-primary schools in Durgapur, offers a nurturing environment with innovative teaching methods to ensure your child’s early years are filled with joy, creativity, and learning. The school's comprehensive approach encourages curiosity, independence, and essential skills that are vital for future achievements. Opt for ODM International School, where your child's potential is carefully nurtured, making it the top choice for pre-primary education in Durgapur.

[ctrl-alt-adhd]

Since I came across this post years ago (pre-covid), I've been encouraging students to do this. Some groups are very receptive and quickly get the hang of it - usually their learning processes become more interactive, faster and more effective. But some groups are not willing to collaborate at all.

I have a few ways of incentiveizing cooperation, but sometimes I completely fail at it. In these cases it's mirrored in students' results and actual level of insight and knowledge. I know I can't motivate everyone, but when this happens I still feel like I haven't done enough.

Background info: our uni uses Microsoft 365 with Teams, so in all my courses the main platform for communication, collaboration, sharing class materials and handing in assignments is MS Teams. I really like the organization options that come with the software. 90% of the classes are in-person, and we even record those class meetings so students always have the option to watch it back if they missed something. Therefore students actively use Teams for all my classes. To summarize: we have the infrastructure and support for easy collaboration.

Ideas for encouraging collaborative work I gathered so far besides cool group projects:

Rewarding: students get points for creating common knowledge bases, or if at the end of the semester they need only a little bit to get a better grade, their collaboration is taken into consideration. These methods basically use gamification elements.

Forcing them to collaborate by creating a suitable scenario: e.g. I require them to come to a concensus about certain topics and make them stick with those in cases that require them to at least have a shared list of these concenses. This is an easy trick, and provides the basis for the next one.

Taking responsibility: basically emotional manipulation. Explaining the merits of working together and kind of pressuring them into it with making them realize how they rely on each other to actually finish a project. This method relies heavily on the students' sense of accountability.

Changing up roles: cooperative group roles can be interchanged for different phases / projects. Students need to agree on who contributes how, teacher flexibility might be needed. With this method, special needs can be accommodated, and motivating is easier if students can play to their strengths. (Then later on, we can work on their weaknesses by adjusting the roles as such.)

Feedback and positive reinforcement: continuously monitoring students' notes and process, giving valuable feedback, praising progressive contributions, recognizing good work and work ethics.

In each case I used words like "forcing" or "making them do things" I meant them only in a functional way. Long-term productivity and a real change in engagement and learning can only be achieved if I can make my students willingly cooperate. I need them to want to do this, and not do this against their will. A supportive and positive learning environment is the most basic element of any of this to work.

I'm not saying that collaboration MUST happen in a classroom setting (even though it has great benefits), but I have classes where students (mostly teacher trainees) need to learn to work together in a way that they will also be able to apply this technique in their own teaching.

I've found that with primary and secondary school children it's easier, but college students are way more difficult to motivate.

I'm open to ideas and good practices how I can make the unwilling students to at least work together, or make any group project / student collaboration better!