#so i always grt the activated ones instead -_-

[gauntghoul]

oh my god the update is tmrw. SCREAM

[steviatea]

hey, if you’re still taking requests i’d love to read anything kim/lydia!!!! can’t get the two of them out of my head

Oh my god, you have no idea how much I smiled when I received this! Kim/Lydia is honestly my OTP, rare as the pairing is. :’) I’ve written some soft hurt/comfort stuff for you! Thank you for the request!

Here’s the AO3 link if you’d prefer to read there~ 💕

There are numerous things that Kim notices about Lydia in their time together, such as the way that Lydia stirs her stevia into her tea, or the fact that she’ll occasionally wear mismatched shoes, or even how she idly takes Kim’s hand into her own when they’re sitting beside each other, playing with Kim’s fingers for a change instead of anxiously fidgeting with her own.

Kim learns that Lydia never drinks coffee, only tea, and when told that tea isn’t available at a restaurant, she tends to behave as if she’s been personally insulted. Kim likes to hold her hand in these times, a little bit of comfort, and she can tell that Lydia appreciates it by the way that the stress upon her face softens to grateful appreciation.

She notices that Lydia loves to wear the same shades of blue that Kim does, and that she’s an avid enthusiast when it comes to talking about the routes trains move in, and the transportation and shipments she manages at Madrigal Electromotive. Kim particularly enjoys the way Lydia smiles when she rambles about things that Kim has next to no knowledge on, nevertheless appreciating how cute it is when she gets enthusiastic.

Kim additionally observes that Lydia is a dedicated mother, and that she adores her daughter Kiira with every bit of her heart. It’s endearing to watch the two together, and even more heartwarming when Kim herself gets to join in on their family activities. Movie nights with animated movies. Finding Nemo is Kiira’s favorite, and Kim’s already seen it several times through spending time with Lydia and her daughter. It’s even more heartwarming to Kim on a personal level whenever Kim comes over to Lydia’s house and Kiira herself is excited to see her.

She’s come to learn little details about her relationship with Lydia through talks with her daughter. It’s adorable to hear validating little things from the perspective of a child: “Mommy always smiles when she talks about you.”

Then, there are the little things that Lydia does — little behaviors that don’t directly impact her relationship at all, but things that Kim finds endearing to watch, like the way that Lydia plays with things with her hands when not picking at her nails or fidgeting nervously. The way she plays with stevia packets, the way she brings those little packages to restaurants whenever they go on dates. Kim isn’t a fan of the sweetener herself; she’s full-on happy with sugar alone, but she supports her girlfriend and her passion for the alternative sweetener.

It’s the little things about Lydia that Kim has come to adore.

She also discovers that Lydia cries like she’s practiced in the art of hiding it from others — this is something that Kim notices when she awakens one night, pulled from her dreams by the sound of weeping so quiet that Kim might have otherwise slept through it, had she not been a light enough sleeper. It’s a sorrowfully soft sound, hushed and suppressed as crying could grt, but easy enough to hear in the stillness of the night within Lydia’s otherwise quiet bedroom. Hearing her in such a state is deeply troubling to Kim; she’s certain she’s never heard her girlfriend cry before.

Sharing the bed with Lydia, Kim naturally has to do something — she can’t simply go without taking action. Lydia’s facing away from Kim, laying on her side and likely unaware that Kim isn’t any longer sleeping. Reaching over, Kim’s fingers gently brush over the younger woman’s shoulder, her voice a groggy murmur when she speaks. “Hey, is everything okay?”

Even the lightest of touches causes Lydia to startle, flinching upon being touched. She quickly turns over, the widened whites of her eyes visible enough in the darkness to show the clearly startled expression upon her face. She breathes quickly, on the verge of a panic attack, but recognition sets in shortly thereafter. “Oh, god — Kim?” Her words are strained, nose stuffy from crying.

“Yeah, it’s just me,” Kim reassures her, sleepily resting her hand upon Lydia’s arm. Certainly, she hadn’t meant to scare nor startle her. “I’m sorry. I didn’t mean to scare you.”

Lydia takes a shaky breath, wiping her eyes with the back of her hand and sniffling. “It’s… it’s okay,” she manages to stammer out in response, though her rapid breathing suggests otherwise. “I just didn’t expect you to wake up,” she adds, lowered to a hoarse whisper, her words carrying a desolate sound about them when she speaks between unsteady breaths. 

“Let me get you a tissue,” Kim tells her in a gentle, albeit somewhat groggy tone as she reaches over to Lydia’s night-stand, feeling around for a tissue box she knows is there before successfully grabbing one.

Lydia accepts the tissue with a murmured, “Thank you.” The noise that she makes when blowing her nose directly contrasts the uptight yet graceful attitude she’d keep about herself during the day. She’s the opposite of fancy, in the state she’s in now; hair rustled and no longer meticulously straightened or pulled-back in a tight bun. There’s something that Kim finds adorable about her in the middle of the night, though, in pajamas and comfortable clothes. Setting the tissue aside, Lydia adds, “I’m sorry for waking you up.”

“No, no. Don’t worry about it. It’s totally fine,” Kim says, and though it’s hard to keep the sleepiness from her voice and overall disposition, she still instinctively fusses over Lydia, Kim rubs her hand along the other woman’s arm in what she can only hope is a soothing, comforting manner. “I can always sleep more later, I’m just worried about you. What’s going on?”

“Nothing, really,” Lydia croaks in a weak little voice, immediately dodging the subject. She’s wordless for the next few passing moments, sniffling and shuddering enough that Kim could feel the vibrations in the bed springs below them. Kim could guess that Lydia’s not accustomed to talking in-depth about her feelings like this — in fact, she seems almost afraid to do so at the moment.

“Are you sure?” Kim’s mind, though a little slow to start due to just having woken up, is already heading toward self-doubt and insecurity of her own. Her and Lydia haven’t had any major arguments yet in their relationship, but it’s an unfortunate response to her own personal past trauma that she internally runs through all of the self-doubt: She’s upset because of me. I did something wrong.

So, Kim decides to ask quite drowsily, “Did I say something wrong earlier, do something to upset you?” She can’t even remember what conversations they’d had before bed, but she nevertheless wants to know if she’s done something wrong so she can correct her own errors. “I don’t mean to make this about me, or anything, but if I did do something wrong—“

“No,” Lydia is quick to interrupt her, but then she elaborates more carefully afterwards, adding, “Of course not, Kim. I swear, that’s not it. You… you haven’t done anything wrong at all. It’s not you, by any means.” Her response sounds like an honest attempt to sound reassuring, but the way her voice cracks as she gets the words out is just heartbreaking. “No, it’s just… it’s just nightmares.”

Kim can feel a sympathetic stirring within her chest, an empathetic ache for her lover’s sorrow and pain, though she does not know what has brought up such vulnerable emotions. “Come here,” Kim murmurs, rolling onto her back and patting the bed immediately beside her. “Let me hold you.”

Kim welcomes Lydia with open arms when she sidles up to her, vulnerable as ever. She can feel Lydia’s body shaking as softly weeps, her breathing noticeably erratic as it would be during panic. Of course, Kim holds her close without any hesitation, pressing a kiss to the top of her head and idly running her fingers through her long, silky hair. It’s times like this that she wishes she had the words to say more comforting things, but that’s where things like touch come in handy, perhaps. It’s moments before Kim speaks to her again, and she does so in a way that’s compassionate, doting even — her words are chosen carefully, a deliberate expression of love in the caring tone she uses.

“What was the nightmare about? You can talk to me about it, if you want to.”

There’s hesitation before Lydia responds, and she looks up to Kim with apprehension in her eyes, like she fears judgment over talking about her nightmare. “I was a young girl again, and I was back in the group home I grew up in. It’s like I was trapped. The girls I roomed with were attacking me for… I don’t even know what, but they hated me and wanted me dead,” Lydia murmurs with tears in her eyes. Leaning the weight of her petit form against Kim, she lets out a quivering sigh, continuing, “I know that probably sounds stupid. I… I don’t tend to talk to people about these sorts of things. Not ever.”

Eyebrows furrowing, Kim’s quick to shake her head, tenderly running her fingers through Lydia’s hair. “Hey, that’s not stupid at all. I mean, I can’t even imagine how shitty that must’ve been for you.”

Lydia sighs, her hands idly playing with the fabric of Kim’s pajama shirt; it’s an old shirt left over from college that’s been worn so many times that it’s ideal for sleeping in. It seems that Lydia quite likes the texture of the shirt as well, bunching the end of the shirt up in her small fist while she continues. “God, it was the worst place I’ve ever been, to this day. The staff was so strict, and all of the girls there were so cruel. I never made a single friend in that place — not permanently, at least. Everyone I got along with eventually got foster homes. I never did. I don’t know why, but I just wasn’t desirable enough to be a foster kid.”

“I’m so sorry. That must’ve been horrible, growing up in a place like that.” There had been a few times where Kim’s mother had skirted dangerously close to losing custody of Kim, being drunk as she’d been — she’d never ended up in the system, though. She never experienced anything like what Lydia’s been through, and even without hearing the details Kim is able to surmise that it was traumatic for Lydia. “Did you spend your whole childhood there?”

“Essentially” Lydia replies softly, her breathing somewhat stable now that she’s gotten into the rhythm of conversation. She’s still quite apprehensive, though, and it’s evident when she speaks. adding, “I was a smart kid. I don’t mean to brag, of course, but I was able to finish high school early and get a scholarship, and I left when I was seventeen. I never turned back.”

Kim leans in closer, placing a tender kiss upon Lydia’s forehead. “I’m glad you’re out of there now,” she says. “

“Thank you. I know it’s been years since I was in that situation, but I guess my subconscious just loves reminding me of how horrible my childhood was,” Lydia replies, sniffling and shuddering. She clings to Kim tightly, as if she’s afraid her lover might disappear if she were to let go. “I really didn’t mean to wake you up. I feel like such an asshole.”

“You certainly aren’t an asshole,” Kim reassures her.

Lydia adjusts her position in bed, shifting so that she’s face-to-face with Kim. She kisses her with soft lips, affectionately short and sweet. “I’m so glad you’re here right now. I don’t know what I’d do without you,” she says, and being so close to one another, Kim can feel Lydia’s body beginning to relax somewhat when she continues to speak. “Thank you for spending the night with me.”

“There’s nowhere I’d rather be,” Kim tells her, and she means it.

[teddy-feathers]

i really thought i was better but I think i was just. pushing myself very hard in a situation that was different and less stressful than what I had previously pushed myself in.

and now all I can think is

I'm not going to get better without help.

so like im pursing that but ive got to get a job in the mean time and i think I'd like to just. lay down and die for a bit instead.

i hate this on again off again shit

its been like. three weeks or something idk.

im still tired and over it

and i dont want to try

and i dont want to explain or justify that i feel bad and I'm desperately afraid of exasperating that or that theres little i can do but just. slip in the work when my gaurd is down

its like being the prince, the damsel, and the dragon all at once when as far as everyone else is concerned youre the prince pretending to be the damsel at best and ignoring the hundred other very real dragons at worst

i dont want to play out this metaphor any more though it works quite well.

im upset and tired and painfully aware i exist.

its no longer the worst thing in the world but i still don't know how to deal with this any better than I already am

yanno besides coming clean and admitting im fucked again because.

that cant happen?

because attempts to help from my family are. not good.

or maybe would work on one level but make all the rest of the okayness ive got going on collapse which is a shame because i almost dont hate myself anymore and im almost okay with my parents finally and i don't want that to change

i mean its not perfect but its mine and i dont want that to change because i accidentally triggered us all back into our old rutts.

I can only do do much though and i can only push myself so much and I'm pretty damn shaken in my confidence. being better okay emotionally in a general sort of way really does make it feel really fucked up that ive had auch a casual disregard for. stuff.

like. I thought it was fake. or not that bad. and part of me still does and the rest really thinks that maybe if id been a little less careful everyone else would have been afraid too instead of what i thought people would tell me or act.

because. i really really didn't care about myself. i hated myself and. was really focused on the bad. and like. i still see it! but im also a lot more forgiving of myself and i care now when i didnt before and as someone who kinda wants to keep me around I'm scared now. of then yeah but of just how easily i slipped right back into it. just for a little.

passively suicidal isn't actually. okay. or any better than actively. its sneaker and awful like i always thought myself to be. and i think. i was right. if i was worse people would have done something about it. but that doesnt mean i wasnt really really bad. or that it wasnt really scary or a wake up call that I'm still not. 100% i guess.

even if i was tired and miserable and sore and grumpy a lot... this last job was so much better and really improved my life. i wasnt anxious the better part of the day or super stressed every day in a building shit way. or rather. it happened slower i guess?

and that helped a lot. and ive worked on myself a lot and... it feels stupid because i was proud of my progress only apparently i hadnt made it that far...

and this all feels like lies im trying desperately to tell myself so I'll feel better - fooling myself into believing but. i dont think it is? i think. i could talk myself into believing it is but i think my confidence was just shaken and I'm not used to having any and

im used to relying on myself and i dont know if i can trust myself anymore. which is ridiculous. i may not know my limits but i can do anything i set my mind to... if only for a little.

i need to grt myself together. not thinking doesnt help but thinking just makes me cry and take exhausting self realization journeys and neither of those things helps me move forward.

[bisoroblog]

What Teachers Must Consider When Moving to Flexible Seating

Flexible seating in classrooms has become popular over the past few years as educators try to make school feel like a welcoming place with different kinds of spaces for different types of learning. Frustrated with static rows of clunky desks, some teachers have taken to rearranging their rooms, bringing in furniture from home, and generally trying to shake up the way classrooms feel by paying attention to lighting, color and clutter. Educators who have followed this path insist there are some serious considerations to keep in mind.

“I’m huge into student choice,” said Sarah Fox, a third-grade teacher in rural North Dakota. Fox presented with several other educators at the International Society for Technology in Education on the challenges large and small to changing her classroom design. “I really like the collaborative piece of doing this because I can group my students and they can go find a spot and work.”

Sarah Fox has many different types of inexpensive seating options in her classroom. (Photos Courtesy Sarah Fox)

Fox spent last year transitioning into a flexible seating classroom, but this year she got rid of the desks entirely. She likes the way it opens up the space for students to move and makes them feel like every part of the room is theirs for learning. Fox reinforces this feeling by letting students rearrange the tables and chairs every few weeks. Each student gets a chance to set up the room on a rotating schedule (made easier this year because Fox has only eight students).

Because literacy gets better when you’re comfy. #flexibleseating #successfulseats #nec287 #287edchat http://pic.twitter.com/l1rmrZbC4z

— Ms Melis (@MelisBrand) October 26, 2017

“For the most part my classroom is a lot more positive,” Fox said. “My students are learning to interact with each other by using the flexible seating.” Sometimes two students want the same chair and Fox said they have learned valuable conflict resolution skills in those moments. Students know if they get into an argument about where to sit Fox will choose for them, and students don’t want to lose the privilege of free choice, so they’ve learned to peacefully resolve their problems.

WHO ELSE IS AFFECTED?

When thinking about moving to a flexible classroom design, the most important person to consult with may be the custodian. Getting buy-in from administrators is important, but the janitorial staff will be directly impacted by these physical changes, so making sure they are on board is both respectful and crucial to the project’s success. They also might know about unused furniture in storage that could be repurposed inexpensively.

http://pic.twitter.com/9PgbYyoYkr

— Heather Caldwell (@hnicole12) October 26, 2017

Students are also great consultants. “No matter if you have money or you don’t have money, I learned this the hard way, you have to get the kids involved,” said Brian Seymour, the director of instructional technology for Pickerington Local Schools in Ohio. He works in a district lucky enough to have some resources, so they put the question to students in a Shark Tank-like competition on classroom redesign.

It all started when the district went one-to-one with devices and no longer needed a computer lab. Administrators wanted to turn that room into a “learning lab,” collaborative space teachers could use when they needed a more flexible space for a project or activity. The experiment was such a success that teachers wanted to implement aspects of the learning lab design in their own classrooms. Seymour and his team turned the momentum into a project-based learning activity for students.

Finally have windows after years of teaching without-kids love them,teacher loves them & the flexible seating is perfect #happyteach http://pic.twitter.com/mxsSFihujS

— jonann ellner (@jaellner) November 3, 2017

They researched the active learning movement, priced out different furniture options, crafted budgets and put together plans that they presented to school officials. “Almost every group got rid of the teacher desk,” Seymour said. Students even used 3-D modeling software to make sure their choices would fit in the rooms. The team that won is now helping the district rethink classrooms in several other buildings.

“We’re working with that group of four kids to try to redesign one or two classrooms in all of our middle school buildings,” Seymour said. He thinks the biggest mistake a district can make is to hop on the active learning space bandwagon, buy expensive furniture, and then find out the kids don’t like it. “The biggest thing I can say about working with children is: get them involved.”

Challenges: school rules abt classrm design & custodian. Pros: Ss LOVED it! Grt for fidgeters. Ss shcked thy had choice. #flexibleseating

— Dana Conn (@ProseAndConns) October 26, 2017

Fox also asked her students to give input on her space, but she didn’t have a budget for fancy furniture. Instead, she brings in items from home, looks for cheap furniture in thrift stores, and buys exercise balls and yoga mats at the Five Below. Her advice for teachers on a budget is to start with what they’ve got and ask for donations from friends and local businesses. She has velcro “sit spots” on the floor where her kids sit when she needs to do some direct instruction. Otherwise they work wherever is most comfortable for them around the room.

OTHER THINGS TO CONSIDER

Some districts have policies that require desks in the classroom. April DeGennaro teaches advanced kids in a Georgia district with that policy. Her students are all different ages who get pulled out of their general education class for more advanced work, but aren’t all working on the same thing at the same time. The traditional classroom with desks in rows facing forward makes very little sense for DeGennaro’s teaching environment. She has pushed the desks to the perimeter of the room so they form a border facing the wall. Some students sit there when they want to work quietly on something alone.

#iteach9th and they love it. http://pic.twitter.com/pPpForkc45

— Amy Causey (@causeya) October 26, 2017

Storage is another consideration. In a traditional classroom with desks, especially in elementary school, students store many of their supplies in their desks. When teachers remove the desks they come up with creative ways to deal with storage. Fox uses bookshelves for students’ notebooks and has each student store their markers, scissors and other supplies in bath totes that she repurposed. Storage and organization systems could be another fun challenge to put in the hands of students.

Fox also spends time laying out the expectations for how students should behave with the new class setup. Exercise balls may be a great way for fidgety kids to stay focused, but they’re also fun to bounce and throw at one another. Fox finds she has to continually remind her students about appropriate behavior and remain flexible herself.

“It doesn’t work if you go in and change your learning space, but you’re super rigid about it,” Fox said.

We have a lot at @MCCS_Leobreds! Take a look at a few of our classrooms http://pic.twitter.com/W0z66zILM5

— Middleburg Charter (@MCCS_Leobreds) October 26, 2017

When thinking about different spaces in the classroom, it may be helpful to think about David Thornberg’s framework for the learning spaces humans have always used: the campfire, the watering hole and the cave. The campfire is a place for storytelling, the direct flow of information from one person to another. The watering hole is a social place where peers can learn from one another. And the cave is solitary, a space for personal reflection and individual work. Teachers who have successfully moved to flexible learning spaces don’t just ditch desks. They provide all three of these learning spaces to kids.

What Teachers Must Consider When Moving to Flexible Seating published first on http://ift.tt/2y2Rir2

[perfectzablog]

What Teachers Must Consider When Moving to Flexible Seating

Flexible seating in classrooms has become popular over the past few years as educators try to make school feel like a welcoming place with different kinds of spaces for different types of learning. Frustrated with static rows of clunky desks, some teachers have taken to rearranging their rooms, bringing in furniture from home, and generally trying to shake up the way classrooms feel by paying attention to lighting, color and clutter. Educators who have followed this path insist there are some serious considerations to keep in mind.

“I’m huge into student choice,” said Sarah Fox, a third-grade teacher in rural North Dakota. Fox presented with several other educators at the International Society for Technology in Education on the challenges large and small to changing her classroom design. “I really like the collaborative piece of doing this because I can group my students and they can go find a spot and work.”

Sarah Fox has many different types of inexpensive seating options in her classroom. (Photos Courtesy Sarah Fox)

Fox spent last year transitioning into a flexible seating classroom, but this year she got rid of the desks entirely. She likes the way it opens up the space for students to move and makes them feel like every part of the room is theirs for learning. Fox reinforces this feeling by letting students rearrange the tables and chairs every few weeks. Each student gets a chance to set up the room on a rotating schedule (made easier this year because Fox has only eight students).

Because literacy gets better when you’re comfy. #flexibleseating #successfulseats #nec287 #287edchat http://pic.twitter.com/l1rmrZbC4z

— Ms Melis (@MelisBrand) October 26, 2017

“For the most part my classroom is a lot more positive,” Fox said. “My students are learning to interact with each other by using the flexible seating.” Sometimes two students want the same chair and Fox said they have learned valuable conflict resolution skills in those moments. Students know if they get into an argument about where to sit Fox will choose for them, and students don’t want to lose the privilege of free choice, so they’ve learned to peacefully resolve their problems.

WHO ELSE IS AFFECTED?

When thinking about moving to a flexible classroom design, the most important person to consult with may be the custodian. Getting buy-in from administrators is important, but the janitorial staff will be directly impacted by these physical changes, so making sure they are on board is both respectful and crucial to the project’s success. They also might know about unused furniture in storage that could be repurposed inexpensively.

http://pic.twitter.com/9PgbYyoYkr

— Heather Caldwell (@hnicole12) October 26, 2017

Students are also great consultants. “No matter if you have money or you don’t have money, I learned this the hard way, you have to get the kids involved,” said Brian Seymour, the director of instructional technology for Pickerington Local Schools in Ohio. He works in a district lucky enough to have some resources, so they put the question to students in a Shark Tank-like competition on classroom redesign.

It all started when the district went one-to-one with devices and no longer needed a computer lab. Administrators wanted to turn that room into a “learning lab,” collaborative space teachers could use when they needed a more flexible space for a project or activity. The experiment was such a success that teachers wanted to implement aspects of the learning lab design in their own classrooms. Seymour and his team turned the momentum into a project-based learning activity for students.

Finally have windows after years of teaching without-kids love them,teacher loves them & the flexible seating is perfect #happyteach http://pic.twitter.com/mxsSFihujS

— jonann ellner (@jaellner) November 3, 2017

They researched the active learning movement, priced out different furniture options, crafted budgets and put together plans that they presented to school officials. “Almost every group got rid of the teacher desk,” Seymour said. Students even used 3-D modeling software to make sure their choices would fit in the rooms. The team that won is now helping the district rethink classrooms in several other buildings.

“We’re working with that group of four kids to try to redesign one or two classrooms in all of our middle school buildings,” Seymour said. He thinks the biggest mistake a district can make is to hop on the active learning space bandwagon, buy expensive furniture, and then find out the kids don’t like it. “The biggest thing I can say about working with children is: get them involved.”

Challenges: school rules abt classrm design & custodian. Pros: Ss LOVED it! Grt for fidgeters. Ss shcked thy had choice. #flexibleseating

— Dana Conn (@ProseAndConns) October 26, 2017

Fox also asked her students to give input on her space, but she didn’t have a budget for fancy furniture. Instead, she brings in items from home, looks for cheap furniture in thrift stores, and buys exercise balls and yoga mats at the Five Below. Her advice for teachers on a budget is to start with what they’ve got and ask for donations from friends and local businesses. She has velcro “sit spots” on the floor where her kids sit when she needs to do some direct instruction. Otherwise they work wherever is most comfortable for them around the room.

OTHER THINGS TO CONSIDER

Some districts have policies that require desks in the classroom. April DeGennaro teaches advanced kids in a Georgia district with that policy. Her students are all different ages who get pulled out of their general education class for more advanced work, but aren’t all working on the same thing at the same time. The traditional classroom with desks in rows facing forward makes very little sense for DeGennaro’s teaching environment. She has pushed the desks to the perimeter of the room so they form a border facing the wall. Some students sit there when they want to work quietly on something alone.

#iteach9th and they love it. http://pic.twitter.com/pPpForkc45

— Amy Causey (@causeya) October 26, 2017

Storage is another consideration. In a traditional classroom with desks, especially in elementary school, students store many of their supplies in their desks. When teachers remove the desks they come up with creative ways to deal with storage. Fox uses bookshelves for students’ notebooks and has each student store their markers, scissors and other supplies in bath totes that she repurposed. Storage and organization systems could be another fun challenge to put in the hands of students.

Fox also spends time laying out the expectations for how students should behave with the new class setup. Exercise balls may be a great way for fidgety kids to stay focused, but they’re also fun to bounce and throw at one another. Fox finds she has to continually remind her students about appropriate behavior and remain flexible herself.

“It doesn’t work if you go in and change your learning space, but you’re super rigid about it,” Fox said.

We have a lot at @MCCS_Leobreds! Take a look at a few of our classrooms http://pic.twitter.com/W0z66zILM5

— Middleburg Charter (@MCCS_Leobreds) October 26, 2017

When thinking about different spaces in the classroom, it may be helpful to think about David Thornberg’s framework for the learning spaces humans have always used: the campfire, the watering hole and the cave. The campfire is a place for storytelling, the direct flow of information from one person to another. The watering hole is a social place where peers can learn from one another. And the cave is solitary, a space for personal reflection and individual work. Teachers who have successfully moved to flexible learning spaces don’t just ditch desks. They provide all three of these learning spaces to kids.

What Teachers Must Consider When Moving to Flexible Seating published first on http://ift.tt/2xi3x5d