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oswinsdolma · 2 years ago

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i've been reading a bunch of modern aus lately, and i've noticed that quite a lot are a bit uncertain about how the british education system works. it's not a problem by any means, but for anyone who wants it, here is a brief explanation:

we don't say "grades", we say "years", e.g. 7th grade would be year 7. we also don't say things like freshman/sophomore/senior etc. it's just the numbers.

however, some primary schools split into infants and juniors, infants being from yR-2 and juniors being y3-6

we also have a national curriculum all throughout compulsory education, which means everyone studies the same thing, more or less. there are discrepancies at GCSE/A-level with different exam boards, but in general, most people take either the same, or very similar exams, and are taught the same skills.

you start primary school when you are four or five in year R, and continue through primary school from years 1-6.

at the end of year six, you take the SATS, which are a really insubstantial national standardised test for english, maths and spag

it is also optional to take an exam called the 11+ at the end of y6. if you pass, you can go to grammar school. these can be state or private, and are basically redundant nowadays, and just used so parents can say that their child passed the 11+ and got into the Smart School. These are usually single gender and low-key cult like, but otherwise, are exactly the same as normal state "comprehensive" schools.

secondary school is from y7-11. at the end of y11, everyone takes the GCSEs (General Certificate of Secondary Education). you have to do english, maths and sciences, plus several other subjects. most people have between 7-13 GCSEs, and if you fail english language or maths, you have to retake until you pass, even into college.

GCSEs are graded on a scale of 9-1, 9 being an equivalent to A** and is the top 1% of the students who got 7+, and 1 being an F/U. the pass mark is a 4.

the grades you get in your GCSEs are kind of irrelevant, except they determine which subjects you can take for A-level.

After secondary school, you have to stay in full time education for another two years (allegedly, though ik a few people who dropped out), and most people do A-levels (Advanced Level Exams). Instead of doing loads of subjects like at GCSE, you pick 3-4 and study them for two years. these are a LOT HARDER than GCSEs.

if you do four a levels, you're kind of a try hard. honestly, if you do it, good for you, but as a cultural thing, so many people who did four a levels were the most insufferable people who only did it to gloat, and then couldn't handle the workload.

oh, also this entire system is pretty much 100% exam based. for 2/3 of my a levels, i had a coursework essay that was pre graded, but it was only worth 20% of my final grade, and those were rare occurrences. at GCSE, unless you do art or something like that, everything is exam based.

A-levels are graded on a scale of A*-E, and then a U if you literally get nothing. which happens more often than you might think.

this is the bit that i see a lot of people get confused about. in the UK, we don't call university "college". college, to us, is where you take your a levels. if it's an independent institution, it's a "college/further education centre". if it's attached to a secondary school, it's called a "sixth form" (because y12 was year six of senior school in the old system).

i'm sorry i'm trying to be as clear as i can but our education system is complex af

your A-level grades determine where you can apply to uni, which you HAVE to do through a system called UCAS.

UCAS (the university and colleges admissions service) is a national system where you put in all your details required to apply for uni. you start it in the june of y12 and send it in by January** IN MOST CASES

to apply for uni, you need to list all your qualifications/details, predicted grades, personal statement essay and teacher references. this all gets submitted by your school.

HOWEVER. if you are applying to medicine, vet, dentistry, oxford or cambridge, the deadline is in october, and you have to submit written work, do multiple assessments and do rounds of interviews in addition to everything else (would not recommend).

you can also apply to conservatoire for music/drama schools, which tend to have their own deadlines and systems because they're not technically universities

okay nearly at the end

the closest thing we have to an Ivy League is the Russell Group, but it's not as prestigious. Russell Group unis tend to be higher ranked, offer niche courses and demand high grade requirements.

Oxford and Cambridge are not normal universities. i CANNOT stress this enough. you apply through ucas, but the courses themselves are unique and highly competitive (the one i applied for had like 10 spaces)(i got rejected lmao). also they are arranged in colleges within the uni, so it's like a collection of tiny unis linked by a larger institution. colleges are not subject specific and most of them have weird cults. if you're writing oxbridge students, google it, not just for accuracy, but because it's absolutely hilarious.

interviews are also more like interrogations. i was reduced to tears on several occasions, and you also have to swear not to reveal the questions you were asked (everyone does it anyway but STILL IT'S WEIRD). for example, one of my interviews, i was given a poem about feet and asked to analyse it on the spot over a blurry zoom screen. they don't ask you about yourself. they don't ask you about school. they just quickfire questions at you for forty minutes and roll their eyes when you take more than a few seconds to answer.

we also don't have majors/minors. you choose one subject that you apply for specifically, and spend 3-7 years studying that subject pretty much exclusively. the only deviations from this might be if you were taking archaeology and took an art history class or something — everything is really closely related.

we can also drink at 18. not that an age limit has ever stopped anyone in the uk from getting drunk. getting pissed in a field is a major pastime for anyone from the ages of 12-28. it's a problem.

instead of having dorms at uni, most people live in flats. there will be like ten people on a corridor with a shared kitchen. you only live in university housing for your first year, unless you are at oxbridge, in which case i think it's mandatory to live in your college for your whole course.

community college and private universities aren't a thing either. when you apply to uni, you apply to student finance (unless your parents are absolutely LOADED and pay for you) and get a loan for your tuition, and also a maintenance loan based on your household income, which is used to pay for rent, food, etc. you cannot be exempt from financial aid but a lot of people do not receive enough, particularly in recent years when the cost of living in the uk has gone up so much.

university is roughly £9-10k per year (depending on where you study) which is a Lot. but why are people in the US paying hundreds of thousands of dollars, are you guys okay???

also, if you're scottish, university in scotland is free. they also have a standard four year systm rather than the three year system in england and wales (idk about ni i didn't apply there). why?? because the english government is absolute shite and they got rid of the state university programme for england (blame the tories)

don't do your research on the student room. just don't. for your own sake.

and a couple more cultural things before we leave off

we all wear uniform until we get to year twelve. everyone. even the four year olds.

Nottingham Trent university is just the butt of so many jokes and I really don't understand why (they're not even the lowest in the league table 😭😭)

Durham is full of Oxbridge rejects who are in denial about it, and is also the butt of a lot of jokes

everything i have mentioned so far is about STATE education. private education runs on different tracks: you have prep schools, which run from yR-8, and senior schools that run from y9-11, and most of them have attached sixth forms. there is a massive cultural and economic divide between state and private school kids, because they get so much more help applying for uni, and also there is so much nepotism in our government. like. politicians wear their old school ties in parliament so they know who to give favours to. it's AWFUL.

some private schools are so fancy they loop back around and are known as "public schools". they're schools like Eton, Harrow, Winchester, Marlborough, etc. really old institutions that basically guarantee you a place at oxbridge because of family legacy (though this has got a lot better over the last decade or so)(but they still have an unfair advantage).

a lot of compulsory education schools are really religious because education in the uk used to be run basically by the church, and the church still own a lot of schools. universities though, even the ones with roots in the church, are atheistic, their religious links symbolic or supplementary to their main purpose.

okay that ended up being way longer than i thought, but i hope someone finds this useful when writing, or at least interesting.

#writing #writeblr #fanfiction #also if it wasn't clear i hate private education with a passion #how did bojo get into oxford fr

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girl-with-bones · 11 months ago

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I love the fact that even the people the system is supposedly for - the academics, the ultra-studious, the researchers - also suffer in the end.

I was at one point the highest attaining student in my entire high school. I took 12 GCSEs (you only technically need about 4 most people take 8 or 9), and by the end, learned almost every subject basically cover-to-cover, so much so that I had many a lesson where I just did my own thing because they had nothing left to teach me.

I learned a lot from that. Yes the content of the courses, but moreso life-lessons.

1 - The system is 'designed' for nobody. Those who lag behind, fall behind, are left behind. Those who push ahead, are literally stopped from doing so.

Don't believe me? Here's an example:

I've always been interested in maths. I love complicated mathematical concepts. I love the beauty that emerges from such simple rules. So it follows that I spent basically my entire school career waiting for the curriculum to catch up with what I found exciting. I remember being thrilled at the end of primary school that we were "finally" doing a bit of algebra.

But yet again, by year 11, at the tail end of the GCSE course, I was done. I mean this with full honesty when I say I could get full marks on GCSE maths papers in my fucking sleep. I did it. I finished the course. There was genuinely nothing more to do.

So my teacher let me study higher level stuff. At that time I was planning to do A-level maths so I started working my way through that. Differentials, integrals, complex trigonometry, interesting stuff to my little school brain.

One day the head of maths, accompanied by some sort of important school governor person, walks in and sees me doing differentiation. Flash forward a week, banned. I was banned from STUDYING. MATHS. IN A MATHS CLASS. I was required to do GCSE level work, even though there wasn't any left.

Thankfully, my teacher was like 'wtf no' and sneakily gave me more interesting stuff to do, but that taught me something. The system is genuinely not built to handle exceptional students. It's not built to push people, to challenge them where they are LITERALLY ASKING TO BE CHALLENGED. Nope, it's all standardised. Your passions? Standardised. Your hopes? Not according to data in a spreadsheet. Your life? Don't even think about it.

And that's not me being hyperbolic or edgy. I was not living.

2 - making school your life is fucking. Dreadful.

But it's all I'd ever known. I was always a goodie-two-shoes-teachers-pet-whatever (and kind of still am ngl). But that attitude did such serious damage to me in the long run. It drove me away from others my age, away from socialising, away from dumb fun. I was a serious person who took everything seriously 100% of the time. And so, those were my friends too. The people who's entire life was based on huge ambitions, and numbers on a page at the end of an exam season.

You wanna know how many times I hung out with my high-school friends, outside of school? You wanna take a guess?

0. Zero times. I basically only had a social life at all after one of my not-school friends forced me to download snapchat lmao

Sometimes I feel like I barely had a teenage-hood. I was so strict, so laser-focused that I maybe lost sight of what the fuck I was doing it all for in the first place?

3 - You will work yourself to death for numbers on a page. It will not feel good at the end.

I don't even think I need to explain this one.

Our exam season was split into two halves, with a week's break in the middle. It's supposed to be a break. It's also supposed to be a chance to study, revise, and get ready for the last, grueling weeks of exams.

Given the fact that 'break' and 'study' are kiiind of contradictory, you can probably guess that I actually did neither of those. I just crashed. Fell into a slump and crashed.

And yeah, sure, I picked myself up by my bootstraps and got right back to work at the end of that week. But I don't really consider the stress of failure beating the stress of exhaustion as a huge win if I'm honest.

So, where does that leave us?

Right now, tired. Tired as fuck. I look back on a decade-long life of schooling and education and I don't know who I really am or wanna be.

I bought into the system so hard. I threw myself in and literally came out on top. And I don't even know if it was worth it lmao.

To be fair, there are other things at play. Probably an anxiety disorder, depressive tendencies, and being a young trans girl in an "all-boys" high school is not exactly a recipe for a healthy young person lol

But I can't help but think if it had just been a little less strict, a little less enabling of all those fears and anxieties, a little less focused on achievement over experience, I might have a little bit of better relationshio with myself.

But, oh well. What's a girl to do but build a life for herself. I'll get there. One day at a time. And when I look back on myself as I am today, hopefully, I'll be proud as fuck of the girl who worked her ass off for herself.

A Twitter Thread from David Bowles:

[Text transcript at the end of the screenshots]

I'll let you in on a secret. I have a doctorate in education, but the field’s basically just a 100 years old. We don’t really know what we’re doing. Our scholarly understanding of how learning happens is like astronomy 2000 years ago.

Most classroom practice is astrology.

Before the late 19th century, no human society had ever attempted to formally educate the entire populace. It was either aristocracy, meritocracy, or a blend. And always male.

We’re still smack-dab in the middle of the largest experiment on children ever done.

Most teachers perpetuate the “banking” model (Freire) used on them by their teachers, who likewise inherited it from theirs, etc.

Thus the elite “Lyceum” style of instruction continues even though it’s ineffectual with most kids.

What’s worse, the key strategies we’ve discovered, driven by cognitive science & child psychology, are quite regularly dismissed by pencil-pushing, test-driven administrators. Much like Trump ignores science, the majority of principals & superintendents I’ve known flout research.

Some definitions:

Banking model --> kids are like piggy banks: empty till you fill them with knowledge that you're the expert in.

Lyceum --> originally Aristotle's school, where the sons of land-owning citizens learned through lectures and research.

Things we (scholars) DO know:

-Homework doesn't really help, especially younger kids.

-Students don't learn a thing from testing. Most teachers don't either (it's supposed to help them tweak instruction, but that rarely happens).

-Spending too much time on weak subjects HURTS.

Do you want kids to learn? Here's something we've discovered: kids learn things that matter to them, either because the knowledge and skills are "cool," or because .... they give the kids tools to liberate themselves and their communities.

Maintaining the status quo? Nope.

Kids are acutely aware of injustice and by nature rebellious against the systems of authority that keep autonomy away from them.

If you're perpetuating those systems, teachers, you've already freaking lost.

They won't be learning much from you. Except what not to become. Sure, you can wear them down. That's what happened to most of you, isn't it? You saw the hideous flaw in the world and wanted to heal it. But year after numbing year, they made you learn their dogma by rote.

And now many of you are breaking the souls of children, too.

For what?

It's all smoke and mirrors. All the carefully crafted objectives, units and exams.

WE. DON'T. KNOW. HOW. PEOPLE. LEARN.

We barely understand the physical mechanisms behind MEMORY. But we DO know kids aren't empty piggy banks. They are BRIMMING with thought.

The last and most disgusting reality? The thing I hear in classroom after freaking classroom?

Education is all about capitalism.

"You need to learn these skills to get a good job." To be a good laborer. To help the wealthy generate more wealth, while you get scraps.

THAT is why modern education is a failure.

Its basic premise is monstrous.

"Why should I learn to read, Dr. Bowles?"

Because reading is magical. It makes life worth living. And being able to read, you can decode the strategies of your oppressors & stop them w/ their own words.

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smartmathtutoring · 2 months ago

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Best AP Biology Classes for High School Students – 2025

As the competition for college spots gets tougher, more and more students are using Advanced Placement (AP) courses to show how well they are doing in school. Among these, AP Biology classes stand out as a way to get into college-level science and as a starting point for students who want to work in medicine, research, environmental science, or other health-related fields. AP Biology goes into more depth on subjects like genetics, molecular biology, evolution, and ecology than regular high school biology. It pushes students to think critically and use scientific principles to solve problems in the real world. Students take AP Biology not only to get college credit, but also to develop the kind of thinking that gets them ready for harder classes in the future. AP Biology teaches basic scientific and problem-solving skills that can be used in other subjects. Students learn about how to plan experiments, read data, and write analytical essays. The quality of the teaching and curriculum is very important for students to understand the material and do well in the AP exam, whether they are in a traditional classroom or a flexible online course.

Key Features of a High-Quality AP Biology Course

The best AP Biology classes give students more than just what they read in textbooks. They give students a structured, hands-on experience that fits with the College Board's curriculum and meets their individual learning needs. A good course must provide hands-on experiments or interactive lab simulations, in-depth coverage of all eight required units, and multiple practice tests that are set up like the real AP exams. Students should also have access to clear grading rubrics, ways to track their progress, and chances to get feedback. These are all things that help students keep getting better throughout the year. Online programs have gained significant popularity in recent years due to their flexibility and convenience. Virtual learning environments are a great option for students whose schools don't offer many AP classes or who have very busy schedules. The best online AP Biology classes offer both self-paced modules and live sessions, so students can get the help and attention they need. Programs like Smart Math Tutoring offer specialized lessons taught by experienced teachers who focus on more than just teaching the material. They also work on building students' confidence and skills in scientific reasoning.

Academic and Long-Term Benefits

Taking AP Biology can help you in many ways after high school. Students who do well on the AP exam may be able to get college credit. This means they can skip the first biology classes in college, save money on tuition, and start studying more advanced subjects sooner. A year of studying biology really helps you learn things that will help you do well in STEM-related majors and careers in the future. Students gain a deeper understanding of complex systems in nature and in humans, which helps them in school and in their personal lives. AP Biology does more than just give college credit; it also helps students find and develop their interests. For some, studying DNA replication might make them want to learn more about genetics. For others, ecology classes might make them want to work for or study the environment. It's often easier to figure out what you want to do with your life after high school if you can study advanced subjects. A well-designed course also improves skills like taking notes, managing time, and thinking critically, which are useful in all academic areas.

Choosing the Right AP Biology Class for 2025

There are more and more AP Biology programs to choose from, so it's important to pick one that fits your learning style, goals, and schedule. Look for programs that have been approved by the College Board, give regular tests, and have hands-on labs or simulations to help students learn more. Smart Math Tutoring's AP Biology program is one of the best options for 2025. It combines structured curriculum delivery with expert instruction to make sure that students are not only ready for the AP exam but also ready for future science classes at the college level. Whether you'd rather learn in person or online, the best AP Biology class will offer ongoing support, a clear outline of the AP curriculum, and lots of chances to practice for tests. When parents and students are evaluating a course, they should also look at the tutoring, feedback, and enrichment resources that are available. The right program will find a middle ground between being difficult and easy to understand so that each student can learn at their own pace while still meeting AP requirements.

Conclusion: Start Strong with the Right Course

These days, school moves very quickly. AP Biology classes help motivated students get a head start on their college journey. Through an in-depth study of biological processes and the development of scientific thinking skills, AP Biology is a great way to improve your grades and get useful skills. However, the course's success depends a lot on how well it is taught and what resources are available. Students can get the help and preparation they need to do well in 2025 and beyond by joining a reputable program like Smart Math Tutoring.

#apbiologyclasses #smartmathtutoring #biology classes

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nmietbbsr · 2 months ago

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Is Computer Science Engineering Very Difficult?

If you're thinking about choosing Computer Science Engineering (CSE), chances are you’ve already heard different opinions. Some say it’s tough. Others say it’s the most in-demand field. So, what’s the truth?

Let’s talk about it like we’re having a simple discussion — no fancy terms, no pressure, just facts and experience.

What Makes People Think CSE Is Difficult?

Computer Science involves subjects like programming, algorithms, data structures, and computer networks. To someone who has never written a line of code before, that can sound scary. But here’s the thing — just because something sounds unfamiliar doesn’t mean it’s hard.

In fact, if you’re curious, ready to learn step by step, and okay with practicing regularly, CSE becomes quite manageable. Like any other engineering stream, it has areas that require focus. But it also offers room to build your strengths over time.

Think of it like learning a new language. At first, it feels confusing. But the more you speak and listen, the easier it gets.

Do You Need to Be a “Math Genius”?

Not really. You should be comfortable with basic math and logical thinking, but you don’t have to be a topper in school. Most students who stay consistent with their learning can handle the subjects well. In fact, colleges today make it easier with support from teachers, project-based learning, and peer groups.

Colleges like NMIET in Bhubaneswar, for example, offer structured learning in CSE with a mix of theory and practical exposure. They focus on preparing students for real-world needs through regular lab work, industry-oriented assignments, and internships. That kind of approach makes learning smoother and more useful.

Is the Coding Part Very Hard?

Coding can feel tricky at first, but it’s just like solving puzzles. The key is to practice daily. Most colleges start with simple languages like C or Python. You don’t need to build an app in your first semester — you’ll begin with the basics and move forward gradually.

Some students even start coding after joining college and end up doing great in placements. The more time you give it, the better you get.

Also, many colleges now use online platforms where students can practice, track their progress, and get help instantly. This makes learning a lot more flexible and less stressful.

How Important Is the College?

This is a question you should take seriously. A good college will guide you in the right direction, give you access to proper resources, and prepare you for careers in software, data science, AI, or cybersecurity.

In Odisha, there are several institutes that stand out. Some of the best engineering colleges in Odisha offer strong CSE programs with experienced faculty and proper lab infrastructure. These colleges also focus on practical exposure, soft skill development, and placement training.

One such example is NM Institute of Engineering and Technology (NMIET), which has been around since 2004. It’s affiliated with BPUT and has built a track record with industry tie-ups and decent student feedback. Companies like IBM, Capgemini, and BYJU’s have hired students from there, which shows that it has some real market relevance.

Will You Get a Job After Doing CSE?

Yes — provided you put in the effort. The tech industry is one of the biggest job providers in India and globally. But jobs don’t just come because of the degree — they come to students who have real skills.

Good colleges understand this and shape their CSE curriculum to help students gain those skills. Regular coding practice, participation in tech fests, internships, and project-based learning can all boost your chances of getting placed.

Some of the top engineering colleges in Odisha run placement cells that not only bring recruiters to campus but also train students to face interviews, group discussions, and aptitude tests.

So, Is It “Very Difficult”?

It’s fair to say that CSE is not easy, but it’s not beyond reach either. It requires regular study, patience, and a lot of practice. But once you start understanding the basics, it actually becomes enjoyable.

If you like problem-solving, logic, and want to build something useful — apps, websites, software — then this is the field for you. The best part? You can keep learning new things and grow in whichever direction you like — development, analytics, cloud, or security.

In short, don’t get scared by what people say. Focus on your interest, choose the right environment, and be willing to put in steady effort. You’ll be surprised how much you can achieve.

#best colleges in bhubaneswar #college of engineering bhubaneswar #best engineering colleges in orissa #best engineering colleges in bhubaneswar #best private engineering colleges in odisha #best engineering colleges in odisha

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greater-than-the-sword · 3 years ago

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what inspired you to write The Kingdom of Heaven?

*laughs in "so much"*

When I was 12 years old I was part of an environmental science program where our teacher, a super scary stern gray-haired woman, taught us very emphatically about the dangers of overpopulation. We first of all learned about the notion of "carrying capacity" (a valid science for animal populations which can't control their consumption of resources or spatial needs) then did some bogus math to determine the exact carrying capacity of the Earth to support humans.

It turned out the Earth couldn't support more than 9 billion people or something like that. (By the way we didn't take into account fishing as a food source, or obviously any potential future improvements in farming practices, or, or things even 12 year old me could think of etc.)

After finishing this we learned about the Earth's supposedly exponential rate of population growth, how the stable rate of reproduction is approximately 2.2 children per couple (that is, per woman) or something like that, and then after THAT, we all sat down at a long table and she asked us to write down and then say out loud how many children we wanted to have when we grew up.

I think there was only one person in the class who dared to say more than "2", after all that. Most people said they didn't want to have any children at all.

How disappointing is it that I spent my entire childhood wanting to "go to the forest" when like 60% of my state is covered in forest? I guess part of it came from not being able to go outside as a kid, because of fear of kidnapping by strangers etc., and when I finally did, being shocked that it was actually right there the whole time not far away in some fantasy land. *

When I was 16, I was in a "health" class where we undertook the section of the class meant to deal with body image, eating disorders, body positivity, etc. As a matter of fact, at the time, body positivity was just coming into vogue, and the teacher wanted to prove to us that fat people were unfairly oppressed... a point that could have been made in any number of ways... but here is what she did.

We were all given a sheet of paper with three sillhouettes of women on it, and there was no difference between them except that they were horizontally stretched. Underneath these images was a checklist asking us to rate which of the women was most beautiful, most successful, most intelligent, etc.

We were distributed this paper face down, told to turn it face up and had 3 minutes to fill out this questionaire. The idea was to get "impressions" and "not to think too hard about it".

Does this seem engineered to produce a specific result?

It gets worse. After the time was up (my protests about how this didn't make sense were ignored, so i just gave random answers) the class's answers were tallied to prove that each of us had subconscious bias against fat people. Imagine: forced to judge, then judged for judging. Collective guilt, public shaming. It was only later I learned these were actual brainwashing techniques developed by the Soviets.

Children can sense when something is unfair, but they don't have the tools or vocabulary to articulate when they're being literally brainwashed.

Imagine what it's like to go from being a Christian homeschooler from a family of 6, having at least dabbled in co-ops as well, at the home of a family with 12 kids, to sitting in a high school or college classroom. A classroom where it's at least loosely insinuated if not outright stated that ~those kinds of people~ (your kind) are backwards, uneducated (where you learned to read at the age of 4 and have been reading classics since you were 10), racists (where your colorblind ass shared a playpen with black kids who you later shared a history curriculum with, believing that you were living MLK's dream) xenophobes, (where you learned eagerly and with interest about the history of cultures all over the world as though they were your own) and basically the scum of the earth. * "The Kingdom of Heaven" is basically a vision of the world as I see it. The plot has a fair bit of factional drama, but ultimately is based in trying to tackle false slander of the Christian community head-on, while also seeing the "other side" as people. While heavily based in my own experience it also is built around spiritual themes and messages that will be pretty hard to miss.

#koh #the kingdom of heaven #kingdomofheaven #kingdom of heaven #writing #christianity

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unrelatedwaffle · 2 months ago

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i think a lot about this but my thoughts are rambly. i went to many schools growing up for various reasons, so i've experienced a wider range of public school systems than the average american (still a very small n!).

I think I lucked out in high school and the curriculum was challenging and the teachers generally tried to teach critical thinking. But this wasn't necessarily the case in earlier grades, and I definitely did my fair share of whining that I was forced to learn things I would "never use." I remember often feeling frustrated that I had to take classes that didn't interest me, and wished I could unschool or fast forward to college where I could just do only the subjects I liked. I didn't always enjoy class and hated homework and essays. I found it hard to connect the drudgery to knowledge formation at the time.

But as an adult with some advanced degrees and the experience of switching careers into a field I did not naturally excel in, where I was a complete noob who had to learn in a semi-vocational program, I see the value of fundamentals, of "boring" drills or reetitive exercises, and how you really can't do ANYTHING interesting until you get the very basics down. Learning to add and subtract, or algebra, or even calculus, are prerequisites for getting to any sort of math that feels meaningful or exciting. Kind of in the same way that you can't read a French novel without learning verb tenses, or you can't play a great game of tennis without working on your swing.

I remember a German lab instructor in college scoffing at the Americans for wanting learning to be fun. "Learning is not fun, it is serious," he said. Maybe some of it is attitude and culture, the desire to be entertained into knowledge instead of viewing it as mental training, not always stimulating but steadily progressing towards greater and greater feats.

In Japan, when you are a novice at anything, your teachers or mentors make you do painfully boring things like practice the same small cha cha step over and over until it is absolutely perfect before you are allowed to do something more complicated. It seems absurd if you are used to kind of winging it or skipping steps you don't feel like doing so you can do the most interesting stuff. I don't know, I think there can be a happy middle. I think there are ways to make repetitive and rote learning a little more fun (gamification, rewards, progress charts), and lots of work to be done showing students how what they are learning is relevant to a larger picture.

(The podcast Chalk Talk talks a lot about these themes, focused on math education, but the general principle is the same across subjects. And Sold a Story shows how fucked things get when you disrespect the fundamentals of reading).

Kids need to learn through play, and also through imitation. An apprenticeship model works extremely well for human learning, but is expensive and labor intensive to implement. See the books The Gardener and the Carpenter and Bullshit Jobs for more on these themes.

I don't know how to fix everything. I hope people can find a way to retain their natural curiosity even if school is not designed to let students follow their core interests at all times. I think it's a good life skill to know how to do things that are important but not exciting sometimes.

So there's a post going around that I'm not going to engage with because my point is entirely different than what the discussion is covering there...

It's this thread: https://www.tumblr.com/galileosballs/783607164314976256/some-of-the-responses-to-this-have-been-in

(I will not be weighing in on that thread)

Here's the thing about schooling and Kids These Days from the elementary to the college level using generative AI (which is Bad for many reasons; I am not defending it):

School (for the purposes of this discussion, public school in the US because that's the only kind of schooling I personally have extensive experience with) is not designed to promote learning.

Lamentations about the ethics of the students who do this, about how this is devaluating education, about how it's frightening that future doctors etc are cheesing their way through medical school with AI all have their eyes on a particular symptom of a much, much bigger and deeper problem. That problem is ULTIMATELY capitalism, but on the way there it's about pedagogy.

I, from the perspective of not having been beholden to school for many years, can confidently say that I did not learn a single fucking thing in school between fourth grade (age 9; I learned how to do long division) and college (age 18, learned a lot of different things, absolutely none of them particularly relevant to any paid work I've ever had). School was a six to eight hour time sink (plus however long homework took) in my day that actively got in the way of me learning things WHILE piling a bunch of stress and trauma onto me that I had to spend years recovering from.

School, in the US, is designed from the ground up to train children into compliant workers. It's about showing up on time, being willing to follow arbitrary and often unfair rules, doing as one is told by figures of authority, and giving the desired answers to direct questions (while asking as few clarifying questions as possible). Curiosity and creativity are actively punished by public school.

youtube

"Does saying things that are true and that you know are true only matter when someone is giving you a little prize for it?" Literally yes, that his how the system is built. Under capitalism, there is no motivation to say true things that are true that you know are true. It is likely, in fact, to get you punished! If you want to change that behavior, YOU HAVE TO CHANGE THE SYSTEM THAT PRODUCES IT.

This quote, in particular, seems to miss the point hugely:

"Some of the responses to this have been, in essence, "well, it's not our fault for being raised in a bad educational system that prioritizes grades over comprehension". And you're right, it's not your fault.

But you freely admit the system is bad. That it values the wrong things.

So why do you limit yourself to only achieving what it values? Do you not aspire to be better than a system you know is wrong? Don't you want to change the world?" with a post script of "the system is bad and that fact absolves me of moral responsibility to be a good person” is CEO rhetoric frankly"

It should be noted that absolutely no one in the thread has espoused a belief that 'hat fact absolves me of moral responsibility' - they are all talking about ways that the system is rotten from the ground up and needs to be dismantled and rebuilt. Many, many people reblogging the chain are ascribing malice/excuse-making to people who are merely correctly identifying the problem. Explanations are not excuses; sorry that someone taught you that at some point.

No one in that thread has said "I use AI, and think that it's a good and laudable thing to do!" - that is not a position that anyone seems to be holding.

There are a lot of people in that thread who are indignant that anyone is going to college who isn't deeply invested in learning, as if that's the goal that sends people to academia.

We do not live in a world that rewards learning. We live in a world that awards the possession of credentials.

We do not live in a world where people pursue careers because they are inherently important and meaningful to them - they pursue them because they want to survive under capitalism. Most people are not going into healthcare, for example, because they genuinely want to help heal people who are sick or injured; they're doing it because it's a stable career that generated a livable income. I say this as a person who works in healthcare and deals with others working in the field.

"If you're using AI to get through your education you've not fucking earned your qualifications. That AI did."

No one has ever 'earned their qualifications' re: possession of a college degree. They have merely shown a capacity and willingness to jump through the required hoops.

Do you think that you can shame people into not using shortcuts?

I want readers to look at this thread:

which has a much more coherent idea of what the problem is and what can be done about it. I want readers to look into pedagogy; check out these old-ass videos:

youtube

And just... just go watch every Ted Talk by Sugata Mitra.

I think we as a society need to be far more honest in what the goals we have are and how they're best achieved. Most of the jobs that people end up spending their lives doing should not be asking for college degrees. Most people do not want or need to go to college. Most people in college, in school at all, are there under duress and the threat of destitution.

I really want people to reblog and reply to this with thier own thoughts - I know that's no longer vogue on tumblr, but I am trying really hard to bring it back. No, the replies will NOT be opened. Fucking reblog it.

#education

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honey-coloured-passion · 4 years ago

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dream smp high school au and what they'd teach:

i had to get it out of my system but i'm so happy with how these turned out

mr notfound: engineering (the engineering teacher never really teaches and kinda sits in his office but the entire school simps for him so there's always a teacher hanging with him. his curriculum is free form and an easy A but genuinely pretty damn fun)

mr. nap: gym (hes the nice gym teacher who says screw the pacer test and rope climbing and you guys just play basketball after running like 2 laps. he's super gullible and will let anyone sit out for any semblance of pain. that is until the film teacher comes into the gym, then he's a tryhard beating freshman up to make layups on lowered hoops)

mr. wastaken: physics (the coolest class that always does crazy expiriments with large falling objects and questionable usage of dry ice, people always think his experiments are fake but he'll be the first to give a class long lecture on why every single piece of his work is 100% accurate. there was this one incident when he used the engineering teacher to explain torque and it ended with mr. notfound being caught in his arms. there's pictures but he still denys it.)

mr. blade: advanced english lit (mr. blade has no time for freshmen and if he does like a frosh into his class they've gotta he the damn best. his class is based on old literature analysis and storytelling. his favorite unit being greek mythology. most of his assignments aren't just boring essays or stressful discussion. no one truly knows what mr. blades class is like until you've taken it, they're often heard chanting "blood for the blood god" before exams but the principal is yet to do anything about it.)

mr. awsamdude: comp sci/coding (sam is the teacher everyone adores, there's usually at least two people crying in his office before and after school but he always knows what will cheer them up! he tries to work closely with mr. notfound but he's busy with the physics prof so sam has gotten really close with his TA tubbo. they do all kinds of coding competitions and his class is known to be a safe haven for students of all kinds- "coding is for everyone!" he always chants)

ms. nihachu: art (known for the classroom with the best vibes niki insists on dropping the ms. and formalitys. she's the teacher with lofi playing and bean bags and couches in her beautifully decorated classroom. she has an open classroom meaning anyone can come in anytime and she is dedicated to making sure no one eats lunch alone. a couple times a year she goes on a huge rant about loving oneself and the value of not judging others, needless to say everyone adores her - especially the theatre kids as her class is constantly helping them with set design)

mr. soot: music/theatre (does he have a degree? unknown. does he teach anything besides music? couldnt tell ya. mr soot roams the halls during class hours that aren't his one choir period; popping into various classes to pretend to be a student or just all around goof off. his theatre program however, one of the best. he makes the most extravagant plays and musicals with barely any budget. after his show goes on he goes dark for like 2 weeks straight "recuperating" but no one questions because that kind of genius needs resting)

mr. frost: math (ant and red would TOTALLY teach math together and it would be so cute everyone would see them walk in and out of school together and ship them and their classroom would be a safe space for people to come out or even just hangout. ant would be a crazy good teacher who is understanding and not one of those asshole math teachers. he's the one everyone always wants to have haha)

mr. jacobs: film/freshman history (mr jacobs is the freshman heartthrob and senior best friend. he teaches film as history, film as lit, and frosh history - basically the easiest classes, but he makes them the most fun. in his lit classes they watch cartoons and search for literature similarities or historical evidence. in his history classes he goes on grand lectures often standing on tables to reenact his favorite history moments. occasionally he brings in his friends to re create a massive fight in front of all the history classes, it's scuffed but everyone always looks forward to them)

ms. puffy: head counselor (ms puffy is the sweetest soul and often is helping students with everything from their personal lives to college. she assigns the TA's and classrooms and works closely with mr minecraft to make the school as conducive of a learning environment as possible.)

mr. minecraft: the principal, the big man himself, mr fuckin minecraft. (he constantly looks sleep deprived and exhausted but he loves the students and teachers with his whole heart. he takes no shit from annoying parents or asshole students and is known to ban the entitled cruel students from all his favorite teachers classes, leaving them with the worst teachers. usually he can be found telling dream he can't have more money for explosives, begging wilbur to sleep and rest, and telling techno he's gonna have to teach a english 9 class eventually. that and dealing with his new TA's.)

our lovely teacher assistants:

ranboo: english TA (thought he was gonna get art with niki but puffy out him with the blade. originally he was terrified but he's growing on mr. blade with his deep analytical thoughts and similar dry humor. granted- he does have the most work of all the TA's because mr. blade makes him grade all the multiple choice tests, but he's really starting to love the english classroom.)

tubbo: comp sci TA (tubbo had been begging to be sam's TA since freshman year where he took almost all the coding classes in one year. plus, the computer science room is right next to the physics room in the science wing so he can pop over and see tommy all the time. tubbo and sam stay in the computer lab way later than philza should allow but they've made magnificent codes for the school. everytime tubbo points out he's graduating soon sam starts to tear up, but he knows tubbos gonna do big things, he's just gonna miss his goofy TA.)

tommy: physics TA (the pounding philza got on his office door when tommy didn't get wilbur was ground shaking. puffy and philza calmly explained that tommy has a knack for physics if he would just focus and genuinely learn from dream. "big D" as tommy calls him, wasnt jazzed either. their year as TA and teacher started rocky but dream would come to realize that tommy is more talented than he lets on and after speaking to wilbur and puffy he realized there was a damn good reason he was given tommy. he took it upon himself to turn tommy into the best student he could be. and tommy isn't one to back down from a fight. little did he know this year would be the best year yet.)

i'm so happy with this and i actually think i might expand it idkkkk :)))

#also there's a few inconsistencies like tommy irl says he hates math and physics but shhhh it works better #this makes me so happy n for what #dream smp #dreamwastaken #mcyters #dreamnotfound #dnf #karlnap #mcyter #sapnap #tommyinnit #wilbur soot #ranboo #georgenotfound #captain puffy #nihachu #mr wastaken #tubbolive #karl jacobs

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from-seas-to-skies · 4 years ago

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The Teacher / Bakugou x Reader ♕︎

warnings: NSFW, teacher/student relationship, oral sex, spitting, sir kink, slut shaming, somewhat brat taming, age difference, unprotected sex

words: 5,772

(a/n): Bakugou is 30 in this; reader is younger (college age)

Tick, tock. Tick, tock.

One, two, three, four… How long was it going to take until class ended again?

Looking up from your notebook, you stare up at the clock, the large, monotonous face seemingly glaring straight back at you. You don’t know how it happens, but time always moves so slow when it comes to your calculus class. Frankly, you’d rather ditch the class altogether, but if you wanted to graduate from college, you had to pass. Curse stupid curriculums and all that shit.

However, despite absolutely dreading having to stare at numbers for a solid hour and a half, there is a plus side to taking this dreaded class. In fact, it’s the very reason why you signed up for it in the first place. You’ve heard so many wonderful things about it, all from girls and guys alike, and you knew you had to see it up close and personal – rather, you had to see him.

Professor Bakugou.

Age thirty, drives a Land Rover, and, most importantly, single.

He’s about as dreamy as they come; a complete and utter Dreamboat Annie, absolutely huge in both height and stature, intelligent, and handsome. He’s only been a professor for a few years, but it’s been made apparent to the school that he’s worth it. Not only are his teaching methods and lectures incredible, but he’s turned out some of the highest grades your college has even seen. That itself is impress, and, combined with the hype of how hot he is, it’s no wonder people rush to take his classes.

So, when it came time for class schedules to come out, you were excited, needless to say. Despite having a general disliking to math in the first place, you figured this one guy could be what it takes to turn that idea around. Oh, but that was before you first laid your eyes on him.

Shit, you had heard that he was attractive – godly, even – but this? You weren’t expecting this. His biceps alone could crack a watermelon, and his sharp jawline could easily cut diamonds. It sounds cliché, that’s true, but you have no other way of putting it. Words did not do this man any justice.

At first, his constant yelling and crude demeanor were a total turn off. Professor Bakugou was essentially the teacher version of Gordon Ramsay, and you weren’t entirely sure if you liked that or not. However, as time continued, you actually grew accustomed to it. In fact, if he didn’t yell at least once during the class, you’d immediately figured he was having a bad day.

That’s when the thoughts began. Call it infatuation, a mindless crush, whatever, but you wanted Professor Bakugou. Your eyes soon began to watch his large hands flex while he wrote on the board rather than the content itself. You’d watch his forearms flex while he turned the page in his textbook, prominent veins inviting you for a better look. How you longed to touch him, to grab his sturdy shoulders or pull his wild hair. He always looked so good, clothes tailored to fit his muscular frame perfectly.

You’d fantasize about the most random of scenarios, each of them usually ending up with him bending you over his desk at the front of the room. You liked colder days the best, especially since Professor Bakugou had the habit of wearing form-fitting sweaters that outlined his massive pecs or the swell of his arms. You wanted to make him feel better, to sit underneath the desk and suck him off while he taught the rest of the class. Those narrow hips had to be strong, and you’d be damned if you never got to experience their power at least once.

It’s almost as if Professor Bakugou had cast a spell over all of his students. Nearly all of them gushed about how great he was; and, if you were in the proper company, they exchanged fantasies or proclamations about how fucking gorgeous he was. You’d usually grow bitter at these types of conversations. It was a crush, for fuck’s sake. There was no need to get all pouty like some problematic schoolgirl.

Still, the thoughts wouldn’t go away, not when he taught, not when he yelled. His booming voice became a part of your wicked fantasies, wondering how it’d sound to hear him grunting your name or commanding you to spread his legs for him. Again and again, you told yourself that it was fine, that people develop crushes on their teachers all the time. It was only in the dead of night that you’d have your hand stuffed down your pants and mouth moaning his name into a pillow was when you regretted it. It was a phase, nothing more.

And yet, over two months into the semester, and these thoughts still won’t go away. The constant ticking of the clock brings you back down to Earth, your eyes focusing on the problems before you. Swallowing thickly, you loosen your hand, now just noticing how hard you’ve begun to clench your pencil. Your insides feel oddly warm, that pleasant, heavy feeling sitting behind your belly button. Dammit, you mentally curse, this is not the time to be getting distracted.

Tick, tock. Tick, tock.

If only class could end sooner.

“Right,” Professor Bakugou suddenly says from his desk, “this Friday, I’m holding a study session for the upcoming exam on Monday. There’s only going to be a limited number of seats available, so if you wanna join, here’s your chance.” With his words, he holds a blank sheet of notebook paper up, a rather bored expression on his face.

He must be tired, you think, unconsciously biting your bottom lip. But why?

Around you, students shuffle to the front of the class, waiting for a chance to scribble their names onto the paper. Some seem a bit more excited than others, obviously arching their backs or flipping their hair over their shoulders. With a scoff, you look back down to your work. Did they really think they could catch his attention like that? Yeah, so he doesn’t show off a ring on his finger, but it’s pretty likely that he has people throwing themselves at him all the time. Besides, Professor Bakugou is a strict guy; there’s no way he’d engage in a relationship with a student.

You really shouldn’t be getting your hopes up. It’s pointless to pine after your teacher like that, especially with the risks that come along with getting involved with each other. Still, you can’t help but feel bitter. Professor Bakugou is a god that walks amongst men, so how could you not want somebody like him?

“Alright, that’s all for today. Class dismissed,” Professor Bakugou calls out. Dammit, you spaced out again. Maybe you should get that checked out?

With a sigh, you stuff your belongings into your backpack and draw to a stand. You wish it would be spring already; trudging through snow and ice is never fun, and the fact that your dorm is basically on the other side of campus makes it even more rough. Pulling your coat on and slinging your backpack over your shoulders, you make way towards the classroom door, completely unaware of a set of eyes watching your every move.

“Man, this is impossible,” your best friend, Ashido Mina, groans. “I’m going to bomb this exam for sure!” Sprawled out on her stomach, she squirms on the floor, her face scrunching with her displeasure.

You, on the other hand, sit cross-legged across from her. Notebooks and math textbooks surround the two of you, your laptop and calculator at the ready. Bags of chips and pretzels sit to the side, along with abandoned coffee cups and empty water bottles. Professor Bakugou’s exams were notorious for being hard, but at the same time, if you payed attention in class and studied, you’d succeed. The thing is, though, that neither you nor Mina are the best when it comes to math.

“I thought you went to his study session?” you ask, glancing up from your own notebook.

Flashing you a pout, Mina nervously runs a hand through her fluffy hair. “Well, yeah, but you know how it goes! A secluded area with Professor Bakugou! It’s like a dream come true! It was hard to focus when he’s leaning over your shoulder like that…”

Rolling your eyes, you puff in amusement. “Really? Mina, you know what will happen if you fail this test.”

“Yeah, yeah, but come on! You can’t blame me! You would’ve done the exact same thing!”

“I don’t think so.”

“Oh yes you would’ve!” Mina exclaims, pointing an accusing finger your way. “Don’t pretend like you don’t ogle Professor Bakugou during class! He’s one hell of a hunk, isn’t he? I never knew college professors could be so hot!” she gushes, a giggle following her words. “And that study session – oh my god, I nearly thought I was going to heart attack when he helped me solve this one problem. He’s so warm and he smells great!”

You cock an eyebrow at her. “You were smelling our teacher?”

At that, Mina blows a raspberry and waves a dismissive hand. “I’m not Kaminari, sweetheart. I have class. Besides, Professor Bakugou smells like caramel. Can you believe it? I wonder if he uses cologne or feminine soap.”

Caramel, eh? Now that’s something you can get behind.

“You want him to fuck you, right?”

Wait, what?

Narrowing your gaze at her, your brows knit closely together. “What kind of question is that?”

Mina rolls her eyes. “What, like you don’t think about it? Practically everyone on this campus has thought about it at some point or another? I mean, hello! He’s totally Daddy material. I’ve heard that he goes to the gym sometimes here on campus – turns out he’s huge.”

Huge. Of course this is what Mina chooses to focus on. You wish you had a spray bottle to squirt at her horny ass.

“And I don’t mean muscle wise,” Mina continues, a mischievous expression coming to her face. “I bet he tastes like candy.”

“Mina.”

“Why yes, Mr. Bakugou sir! I’ll gladly suck your fat cock for an A!”

“Mina.”

“His ass is really nice, too. I wouldn’t mind pegging him-“

“MINA.”

“What?”

You smack your forehead and groan as your hand trails down your face. “Are you going to study or not? I don’t know about you, but I’d rather graduate than work at McDonald’s for the rest of my life.”

Mina purses her lips at you in an excessive pout. “You’re such a fun sponge, holy shit. I think you need a good dicking down by Professor Bakugou. Maybe then you’d stop staring after him all the time during class.”

Your face heats up at her words, but there’s no way you’re owning up to that. Okay, so yeah, maybe getting fucked by him would be a dream come true, but you’re more realistic than that. “And you’re not concerned at all that he’s our teacher? You know, like he could lose his job and you could be expelled? That doesn’t bother you? At all?”

Mina shrugs. “Meh.”

“Woooow…. You really are shameless.”

“Hey, you win some, you lose some. If I could get that man to put a ring on my finger, then I’d be okay with it.”

“Yeah, because you definitely want to bring your math professor home. Uh huh, great one. Tell me how that goes.”

With a grunt, Mina rolls over and sits up. “Whatever, man. I’m hungry, so I’m going to go down to the dining hall. Wanna come with?”

Glancing at the alarm clock sitting on your nightstand, you see that it’s only 5:15. True, you could get a bite to eat, but you’d rather stay back and finish a few more problems. “I think I’ll join up with you later,” you tell Mina.

She nods her head and offers you a small smile. “Suit yourself, sweetheart. I’ll see you later.” Gathering up her things, she unceremoniously shoves them into her backpack and salutes you with a goodbye. After she pulls the door shut behind her, you turn back to the task at hand.

It shouldn’t be this hard to solve these last couple of problems, but your brain is really starting to feel the struggle. A dull ache is already forming between your eyeballs, and you truly wonder if you’re going to make it through this or not. Maybe you should take a break, or at least give your eyes a rest. Still, that little stubborn streak in you tells you to carry on. You only have a few more problems left, and you’re so close to finally finishing!

As you set to work, the digits on your alarm clock change as time drags on. Okay, so maybe you’re demanding too much of yourself. Your brain is absolutely fried, and your headache is spreading. Glancing back up at the clock, luminous green lines glare a 5:31. Jeez, it’s only been sixteen minutes since you last checked, yet it seems as though hours have passed. You really want to finish this study session, but the last problem is throwing you in for a loop.

You’ve already scoured your notes and the textbook for how to go about the problem, but your mind is drawing up with a blank. It has to be because you’re tired, right? It’s not that hard… Or is it?

“Dammit,” you mutter, sitting back and pressing your palms flat against the floor. Again, you look at the clock. Frankly, you don’t want to spend all night pouring over this, and you don’t want to skip dinner, either. You know for a fact that Mina will beat your ass for skipping out on food. “Screw it.”

Scrambling off the floor, you throw a thick coat on and slide on your sneakers. Professor Bakugou sometimes has the habit of frequenting his office during the weekends (or so you’ve heard), and you desperately need to know how to solve this problem. Chances are something similar will be on the exam, and you want to get as good of a grade as possible. Plus, if he is there…

You swallow thickly. Now is not the time to let Mina’s previous words get to you.

And so, with your notebook tucked underneath an arm, you take off.

It’s a damned shame that his office is practically on the other side of campus, but you figure it wouldn’t be too bad to get your body moving after spending so much time hunched over. Now that you think about, you could just email him, but you’re not sure how quick he’d respond. This is a dire moment. Okay, maybe not, but still. Maybe you want to see Professor Bakugou. Maybe.

You’re thankful when you finally enter the building, free of the flurries of snow and the seeping chill. Stomping your feet free from snow, you look around, creeped out yet fascinated by the silent, empty halls. You doubt very many people are here besides lingering staff and the janitors. One could only hope that Professor Bakugou is frequenting his office.

As you draw closer and closer to his office, your footsteps bounce off the walls, reminding you of how alone you are. There’s a fifty/fifty chance that he’s even going to be in his office, yet your heart pounds frantically in your chest. If he isn’t there, you’ll just simply turn around and stalk back to your dorm and hope for the best. If he is there, well, you’re not entirely sure what you should say.

He’s your teacher, dammit. It shouldn’t be this hard going up to him and asking him for help. It’s literally his job to help students out; nothing more, nothing less. Still, Mina’s words ring throughout your mind. It’s just a crush, you remind yourself. Stop getting so worked up about it.

There it is, just straight up ahead – Professor Bakugou’s office.

Like the other offices lining the hall, it’s made from a heavy wood, a frosted window place in the top half with Professor Bakugou’s name printed on it. A simple door like this shouldn’t intimidate you so much, but yet it does. All you have to do is knock on it, wait for a possible response, and then go from there. However, now that you’re in front of it, you somewhat hope he’s not there. Your palms are growing clammy and your throat feels fuzzy.

“Here goes nothing,” you tell yourself, reaching up and rapping on the door.

For a moment, nothing happens. Perhaps Lady Luck has decided to spare some mercy on you, after all. Releasing a pent-up breath you didn’t know you were even holding, you prepare to step back and walk away, but then a muffled come in sounds through the door.

Oh, shit.

You wince as your cowardice floods you with a renewed force. There’s no way you can just leave now, not if you want Professor Bakugou potentially chasing you down. Taking in a deep breath, you turn the brass knob and poke your head inside. “Uh, Professor Bakugou?”

Oh, shit.

There he is, sitting behind an oak desk, hunched down over a stack of papers. He holds up a single finger, a signal for you to give him a moment. Immediately, your eyes skim over his exposed forearms, skim over the tight black turtleneck that fits him like a glove. Rolled sleeves, watch on wrist, and a pair of glasses perched on his nose, he’s just dripping with classy sexiness.

The steady tick tock, tick tock fills the otherwise silent room. It grates on your already wired nerves, mocks you for just standing there, waiting. You can’t help but glance at its face – 5:49. It’s already dark out, winter’s everlasting darkness sapping the Earth’s light. Stepping fully inside the room, you gently shut the door behind you, not wanting to interrupt his train of thought.

After another moment or so, he finally clicks his pen closed, tosses it onto the desk, and leans back in his chair. “Oi – what do you want?”

Removing your notebook from underneath your arm, you hold it out for him to take. “I was… I was wondering if you could explain how to work out this problem?”

Quirking an eyebrow, Professor Bakugou sits upright and glances at what you’ve written. “We discussed this during the study session on Friday.” His eyes dart up to yours. “I’m surprised you weren’t there.”

Is he singling you out right now? It feels like he’s singling you out right now. But wait, doesn’t that also mean that he noticed you not being there? He’s just saying that to say it, right? …Right?

“There was a lot on my mind,” you say softly.

Professor Bakugou sighs. “Alright, come here.” Maybe it’s the gruffness of his voice, but the simple command nearly has you whimpering on the spot. Jesus, you need to get your act together!

“Of course, sir,” you reply, the title subconsciously rolling off your tongue. Skirting around the desk, you come to his side, unaware of him shifting in his seat.

“It’s really not that hard if you put your damned brain to use,” he grunts, picking his pen back up. You notice how the tendons in his hand flex with the subtle movement; actually, now that you’re up close in personal, you can clearly see the veins racing up his forearms, the sheen of blond hairs.

Warmth seems to radiate off of him, just like how Mina said. You wonder if he gets hot easily, or if that’s just the way he is. Either way, you shimmy the slightest bit closer to him, eager to ward off the chill that still clings to you from the outside. He goes into great detail about how to go through each step surrounding the problem; you lean over his shoulder as he goes through the steps, the heat emanating from his skin drawing you in more and more. With each breath, the scent of caramel floods your senses. You’re almost half tempted to press your nose to his nape and get a better smell, but that’d just be creepy. Plus, even if you did that, Professor Bakugou could probably pick you up and literally throw you out of his office.

Still, despite knowing the risk, your mind takes off, just like it usually does whenever you’re in his presence. It would just be so easy to squeeze his thick arms, to run your fingers through his thick blonde hair. Maybe you could push the collar of his turtleneck down, expose his neck and bite the pulse. It’s almost ridiculous just how big he is, how easily he could overpower you. A familiar warmth floods your system, encasing your insides and clutching onto your heart. This is bad – very, very bad.

“Oi, what the hell are you staring at?” Professor Bakugou barks.

Snapping yourself back to attention, you notice him staring at you, his glasses now off his handsome face. If possible, he’s even more attractive up close; thick lashes, full lips, a slight gleam in his eyes that demand power and control. He almost looks entirely different like this, face lax instead of fixed with a scowl. Good lord, you really are whipped for him.

“Oh, um, sorry,” you ramble, eyes going wide. “It’s just that your hair looks really… fluffy…?”

“…Hah?”

You quickly avert your eyes. “Nevermind…”

“You know,” Professor Bakugou starts, voice low, “you stare at me a lot during class, too. You’re not very subtle.”

You wince at his words. “I… I’m not sure what you’re talking about-“

Rolling his eyes, he scoffs and tosses down his pen. “You’re not majoring in theatre, are you? Because you suck at acting.” He flashes you a cocky smirk when you look back to him. “Just admit it – you like what you see, don’t ya? Can’t say I blame you.”

Okay, wow, cocky much. Yeah, sure, he’s an absolute babe, but wouldn’t you think he’d be a bit more… modest?

Now it’s your turn to scoff. “Didn’t know my math professor thought so highly of himself.”

“Tch. Looks like you got a damn mouth on you, after all. Well, if you’re done undressing me with your eyes, do you want to learn how to do this problem or not? I don’t like repeating myself, but I’ll let it slide just this once since I like you.”

Wait, wait, hold up. Did he just say he likes you?

“You’re a good student,” Professor Bakugou continues. “Even if you do focus on me more than my lecture.”

Is this how the conversation was supposed to play out? Because damn you’re nearly shaking, and you still have your coat on. He knows too much, dammit. He’s known this entire time and he’s playing you.

“And yet you could’ve easily told me to stop,” you shoot right back, sick of being prosecuted like this. Sure, it might be a bad idea to pick a fight with a teacher, but this is outside of classroom hours; and, frankly, he can kiss your ass. Crude demeanor or not, you’re not about to let this man push you around.

“Who said I wanted you to stop?”

No. There’s no way he just said that. This big-headed narcissist is relishing in this, isn’t he? Bastard.

“Hate to break it to you, Professor, but almost everyone stares at you like that,” you tell him. You realize you just admitted it to the accusation, but there’s no point in defending it anymore.

“Like I give a shit about the others? Really? You’re gonna talk about them?” He scoffs his amusement and leans back in his chair, thick arms crossing over his chest. “Did you come here to ask me questions about the exam or did you just want to be with me all by yourself?”

You hesitate. Is that really the reason you came here tonight? The whole way here you debated this yourself, Mina’s words circling around your head. No, you’re smarter than this. It’s a bad idea to get involved with a teacher – it’s wrong.

“I’m not going to lie or deny the truth,” Professor Bakugou continues, his voice dropping to an uncharacteristically low pitch. “I’m also not stupid. You’re just as scared as me, aren’t you? Of the repercussions.”

Your mouth falls agape. What is he going on about…?

Slowly, Professor Bakugou sits back up, his face getting dangerously close to yours. Hot breath fans over the bottom half of your face. His eyes are heavily lidded, his lashes kissing his cheeks. “I’m not going to force anything on you,” he murmurs. “Tell me to stop and I will.”

Oh my god.

Unable to resist the close proximity anymore, you shoot forward, your hands landing on the arms of the chair; Professor Bakugou’s lips are softer than you anticipated, but in no way is he gentle. Right away he’s clutching the back of your neck, dragging you forward so you’re settled on his lap. The arms of the chair pinch into your thighs at the tight fit, but you could care less. You’re on Professor Bakugou’s lap, you have his tongue in your mouth, his hands landing on your ass and kneading the flesh.

“Fuck, I’ve been wanting to do this forever,” he growls, his hands slipping under your shirt and gliding over your lower back. You arch into his touch, a breathless moan slipping past your lips.

“We shouldn’t be doing this,” you pant.

“I know.”

Fuck, it’s all so good, his tongue licking the inside of your mouth and hands unbuttoning your jeans. A startled noise erupts from your throat as a large hand slides into the front of your pants, cupping your crotch. You buck into his touch, all sense dissipating from your thoughts as you fervently grind into his heated palm. There’s a clutter of paper and office supplies as they hit the floor. Before you know it, you’re rising from the chair, your ass landing on the wooden desk instead.

“Fuck, you’re so fucking hot,” Professor Bakugou grits. Your ass is barely on the desk by the time he’s done dragging you forward, your jeans aggressively getting yanked off, your underwear following suit. Your thighs instinctively snap shut at the cold air making contact with your bared skin, but strong hands pry them apart, fingertips kneading into the flesh. “I wanna make you cum with my tongue.”

“Wai- Ah! Fuck!” you cry out, your fingers clutching onto the edge of the desk as his head ducks down, his mouth latching onto your sex. Until now, you weren’t even aware that you were dripping with arousal. Sinful noises spill from between your legs as Professor Bakugou fucks you with his mouth, his lips wrapping around your most sensitive parts.

“God, you’re such a slut.”

Smack.

You cry out as he brings a hand down on the innermost part of your thigh; your nerves quake, your blood pumps wildly through your veins. Again, he slaps your thigh, a growl tearing itself from his chest as he looks up, his eyes catching yours.

“Say it.”

Smack.

“I – I’m a slut,” you babble, tongue feeling heavy in your mouth.

Smack.

“What was that?”

“I said I’m a slut!” you exclaim, voice cracking.

“I expect you to refer to me properly,” he says darkly, his pupils dilating to the point where you could barely see his irises. “Got it?”

“Yes, sir.”

A single smirk is thrown your way before his mouth is back on you, his tongue lapping up your arousal. His moves are quick, sensual. It’s clear he’s experienced, and you don’t blame him. Just look at him for Christ’s sake. The man is basically sex on legs, all nicely wrapped up in a turtleneck sweater and a simple pair of slacks. The pleasure only heightens as his fingers come into play, prodding at your hole; the tips just barely push past the muscle, leaving you moaning even louder and clutching harder on the desk. Your fingernails scratch the surface, the lacquer coming off.

“Tasty little brat, aren’t ya?” he drawls. Your entire body jolts as he spits on your sex. “I could get used to doing this.”

“Please, sir,” you plead, desperation filling your voice. You want his mouth back on you. You want to cum. “Please, it feels so good…”

Professor Bakugou clicks his tongue. “Shit, you’re even obedient. How nice.” He redoubles his efforts, then, wet noises filling the room along with your heavy breathing.

“Shit, shit, oh my god,” you babble, your body tensing. Still, his tongue digs in just right and there goes your sanity, flying out the window as you cum.

A deep chuckle fills your ears as Professor Bakugou sucks it down; drawing away, he flashes you his tongue, your arousal coating his tongue before he makes a show of swallowing the last bit of it. Wiping his mouth off with the back of his hand, he draws to a stand. The tent in his slacks is obvious, the front of it darker than the rest. Your insides squeeze around nothing, the idea of making him get like that making you feel hotter than before.

You’re hypnotized as he pulls his hands away. His movements are slow and methodical, the clink of his belt echoing throughout the room. Swallowing thickly, you bite your lip as he leisurely undoes his belt and slacks. Blood rushes through your ears, your mind a complete mess. You feel dizzy with want, with the need to sink your teeth into the swell of his pectoral, to claw the plains of his back.

All the air is sucked from your lungs when he finally pulls his cock out, the head flushed a deep red. Your eyes trail over the prominent veins, the fat bead of precum pushing its way out the tip. Fuck, he’s huge, both in length and girth. Whoever told Mina that he was big wasn’t lying. Your legs subconsciously spread even wider, a silent plead for him to fill you up and fuck you raw.

“Tell me you want this,” he husks. He does the honor of unzipping your coat and slipping it off your shoulders before easing you onto your back. The cold from the wood permeates through your shirt, brings a new wave of goosebumps to your flesh.

“Only if you tell me the same thing,” you croak. “Do you fuck all of your students who walk in through that door?”

“No,” Professor Bakugou blatantly says, and you can tell he’s being earnest. “It’s wrong of me to think so, but I’ve been wanting to do something with you since I saw you. It sounds like some sappy bullshit, but it’s the truth. I was too much of a pussy to ask you out for a coffee.”

Something about hearing him confess his feelings to you sets your heart alight. A slight smile tugs at your lips. “You’re lucky you’re cute.”

“Tch. And you’re a fucking brat.”

Hunching over you, a large hand plants itself by your head while the other guides his cock to your awaiting hole. A shaky breath passes through your mouth as he pushes himself in; the stretch burns, his thick cock filling you up in a way that you didn’t even know was possible.

“Fuck, you’re tight,” he breathes. “Look at you, sucking in my cock like that. What a good little slut. I bet you’ve been waiting for this, haven’t you? I bet you touched yourself while thinking about this very moment, about me fucking you on my desk like this.” A surprised squeak bursts from your throat as he grabs your legs and throws him over his shoulders, effectively bending you in half. “Gotta fuck you nice and deep, right? Because that’s how a slut like you likes it.”

Like this, with your knees almost touching your ears, the tip of his cock hits your soft spot. A pathetic whimper comes from you as he grinds his cock into you, his eyes carefully watching your erotic expressions, figuring out what you like best.

Before long, he’s fucking into with vigor, his hips moving restlessly. His cock pounds into you mercilessly, the slap of skin against skin mixing with your cries. His mouth is at your throat, teeth skimming your jugular before he latches onto your thundering pulse. You helplessly claw at his shoulders, your fingers bunching into the fabric of his shirt. You’re so fucking full, your velvety walls clamping around his cock selfishly. A blend of curses and yes, fuck, you fucking slut fill your ears; he’s panting hard, a slight chuckle breaking through every once in a while.

“Fucking let everyone know who’s fucking you this good,” he grits. “Jesus, look at the mess you’re making…”

“Professor Bakugou!” you whine. “Your cock feels so good… Fuck, fuck, oh my god, yes-“

“Katsuki. My name is Katsuki.”

Katuski.

The name rolls around your brain like a loose bolt. It settles on the tip of your tongue, just waiting to be let out.

It’s when you cum that you shout his name, your walls tightening around him harshly while your nails dig into the meat of his shoulders. A load groan rumbles from the depths of his chest as he follows suit shortly after, his hips moving erratically as his cum splashes against your insides.

The both of you are sweating, panting messes by the time he finally pulls out. You whimper as you clench around nothing, the emptiness a bit too much to bear. Surprisingly, Professor Bakugou – no, Katsuki – is gentle as he cleans you up, his free hand rubbing your side. Swallowing your pride, you clear your throat.

His eyes flick up, land on yours. “What.”

“Do you…” You worry your bottom lip. “Do you want to get coffee sometime?”

Katsuki snorts. “Wow, got a real fucking charmer here, don’t I? How about you come to my place instead and I make you a proper dinner. You didn’t eat yet, did you?”

As if on cue, your stomach growls. Well, you did deny Mina’s offer for dinner, after all. You smile nervously and give him a shrug.

Chest swelling (with pride, you assume), Katsuki flashes you a cocky smile. “I’m a damn good cook, brat. I’ll cook a meal that will have you weak in the knees.”

“Maybe… Maybe you could finally show me how to do that problem?” you offer.

He rolls his eyes. “Will you finally pay attention this time or will I have to pound it into your brain?”

#mha #my hero academia #bnha #boku no hero academia #katsuki bakugo x reader #bakugo katsuki x reader #bakugou x reader #katsuki bakugou #bakugou katsuki #bakugou #mha bakugou #bnha bakugou #mha smut #bnha smut #empress writes #tw age difference

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traumasurvivorshelpingsurvivors · 3 years ago

Note

Tw: School

I'll mark possible touchy subjects too: Feeling stupid, imposter syndrome (?), I think that's it.

Just looking for some comfort and advice if possible, but I'm happy just be comforted.

I returned to school a couple of days ago. I'm a host of a system, and only formed/became the host this time (ish) last year. I've found that I'm probably a symptom holder for a couple of disabilities, and that I barely remember learning things in school before...just leaks of trauma.

I was originally put in the SE class because of trouble getting an aid (I'm in a wheelchair), and while they moved me to a normal classroom the day after, it made me realize some things. It made me realize the support I easily got at home isn't nearly as close to a normal level of support. And when they did math, and learned time, I realized not only did I scarcely know what I was doing, I was genuinely having trouble.

And I felt bad because I felt like I was faking my trouble, and the whole time I felt like I didn't belong there, but then when I got into the normal classes I realized I needed the teachers to spell things out for me. I needed them to accept my AAC. I couldn't understand the math, I couldn't focus on the history, and in general my mental disorders were hindering everything I could do.

Luckily, I found a friend in someone glad to help without question, but I know without them I wouldn't have made it through the day without a meltdown - I was well on my way to one before they stepped in.

So...I just feel stupid. I need help understanding, I need help reading anything that's not normal basic fonts I was taught to read, I need help moving sometimes, I need help hearing, processing, talking - I need help with so much and I didn't realize it and I feel like I'm faking it all and I don't know what to do. And so far the teachers seem nice, but I know from the system's past that can change the minute you reach too far out of what's normal. And I'm scared. And I feel helpless.

Thank you for listening to me vent, I hope you're okay with me dumping this here.

Hi anon,

I know you say you feel like you're faking it, but at the same time you admit that are genuinely struggling. It sounds like there may be some internalized ableism going on that is potentially fueling your impostor syndrome, through calling yourself stupid and calling the classrooms that the able-bodied and NT students are in "normal". That could be something worth exploring.

I think being a system can be extremely difficult, confusing, exhausting, and disorienting, so it may be worth considering the fact that despite that, on top of your physical disabilities, you are trying your best. I also think you could consider cutting yourself some slack for not knowing the body's situation, how to navigate that, as well as the past and current curriculum because you've only formed a year ago.

I can't imagine how terrified you must be, not only to be thrown in a mostly unfamiliar situation but to consider reaching out and asking for help, unsure of the kind of response you may get. At the same time, you deserve the help you need. I don't know how accommodating your school is but it may help to take advantage of whatever resources are available to help you understand the material, whether that's extra time, separate location, a scribe or assistant, or whatever else they offer.

I hope I could help. Please let us know if you or the system need anything.

-Bun

#mod bun #trauma talks

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mrsmaddiebobaddie · 5 years ago

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MCYT High School Teacher AU

I don’t know if this has already been done but with student teaching on the brain this was invading my subconscious.

Phil: Principal

The most chill admin you’d ever find (He kind of has to be with the staff at the school)

Will let most things slide if you ask nicely

Has a quiet space in his office for students to take a moment to calm down after acting out. He’ll offer them candy and talk through the situation with them.

Started out as a counselor at the school, so he still holds a similar mentality when it come to talking with students and staff.

Always takes the side of his staff. The district is usually in the wrong anyway.

He knows the teachers are the experts, screw whatever requirements the state has, he lets them run their classrooms whichever way is best for the students’ learning

Technoblade: Literature & Composition

One of the most engaging teachers at the school

Most students love him because he’s real and he’ll tell it like it is.

Has a coffee machine in his room. It’s rare that he’s not holding a mug in his hand while he teaches

Has high expectations for his students

Rarely gets angry. Even when he’s upset he still comes across as calm.

Usually stays at the school late making sure to give the best possible feedback on papers and reports. He genuinely wants each kid to learn something from his class.

Tommy: Speech and Debate

It’s only his second year of teaching

The students would run the classroom if not for Tommy basically being a student himself

There’s a strong chance his class will be off topic at any given point. It’s always an adventure walking past his door, you never know what you’ll hear

Somehow still gets high scores on average from his students

Keeps students after class when he notices them struggling with school or life in general to talk with them. The conversations are always beneficial.

Will 100% fall asleep during professional development meetings.

Karl: Biology

Tries to act hip, fails most of the time.

Always has the most energy in his lessons, finds unique ways to teach the concepts other than slides and worksheets.

Usually the first one in the building each morning

Will give students different options for final projects so they can chose the best method of showing their evidence of learning.

Gets lower scores than he should on observations because he doesn’t do well under the pressure. One year Phil didn’t announce when he’d be coming in and watched from the door to give a more accurate review.

Wears a sweatshirt to class more often than he should

Quackity: Spanish

Hands on learning whenever possible

Uses the home ec. room to make authentic Mexican dishes with his students when they cover the food and restaurant unit

Will just forget that the kids don’t speak Spanish fluently and ramble on until someone interrupts him.

Slow grader, you get your scores when you get them.

Known to be a bit chaotic with his teaching style, it works for some kids but he does need to reteach certain sections every now and then

One time a kid feel asleep in his class so he had all the other students leave and they had class outside to freak the kid out (They were right outside the classroom window, he could still see the sleeper, he told Phil)

Skeppy: Algebra

Like’s his job, pretty much your average teacher

Can’t stand freshmen, but tolerates them since that’s half the students he has. He prefers teaching advanced algebra to upper classmen

His lessons are always formatted the same, starting with a lesson on how to do that days math, with the remainder of the period being free work time

Holds math challenges with his class and gives out prizes. It’s usually candy, though one time he gave out cash. He made his kids promise not to say a word about it.

Very good at teaching the same math concepts in different ways to help struggling learners

Always one minute away from being late for first period, but makes it just in time every morning.

Dream: Health/Football and Assistant Basketball Coach

Took the teaching job mainly to coach sports

Still cares about making connections with his students, he uses his class to teach life skills and promote positive social and mental health.

If any of his players are in his class he will pick on them. He has no mercy.

Dreads sex education because no one can be mature about it. He gets revenge by making the students film a “how to say no to sex” video with someone in the class.

His wheeze laugh is iconic. You can hear it from down the hall.

If you meet with him and are honest when you’re struggling, he’ll work with you to pass his class. He isn’t going to ruin your GPA over a project on the negative effects of smoking.

Wilbur: History & Geography/Theater

The teacher who sits on his desk when he lectures

Is very sarcastic with his students, but knows who can take the teasing and makes sure not to make anyone feel uncomfortable.

Prefers class discussion over solo work time, he likes hearing student’s perspectives and ideas.

Turtlenecks

One of the teachers most likely to be the crush of teenage girls.

Not afraid to mark you down for sloppy work. You use a black ink pen and draw precise lines when turning in maps and graphs or you redo it.

Speaks in musical references

George: Physics

The chillest teacher by far

Due dates? Don’t worry, he’ll accept an assignment literally months after it was supposed to be turned in

Makes difficult topics seems simple when he describes them

He doesn’t really care if you have your phone out in class as long as you’re paying attention and learning the material

The students straight up call him George, he doesn’t seem to care

Placing near the top for the most crushed on teacher

King of multiple choice questions

Eret: Economics & Government

Makes any student in his class feel welcome

One of few teachers who can lecture the entire period without students falling asleep. He always has interesting stories

Let’s kids chose where they sit

Freshmen are always caught off guard by his voice when they hear him for the first time

Spends too much of his own money on supplies for his students and classroom (Honestly most teachers have to spend their own money on necessary supplies, he just goes about and beyond.)

There’s always a group of students who eat lunch in his classroom

The Union Rep at their school, will fight tooth and nail for the staff members

Tubbo: Band Director

Super cheerful whenever he’s teaching

He rarely has any free time before or after school because he has so many one-on-one lessons and meetings with students

Likes to have practice outside when the weather is nice

Does his best to make his students feel comfortable and relaxed whenever he does performance based assessments.

He’s also a new teacher, but you honestly wouldn’t be able to tell

He will be in tik toks if you ask him to, and he’s familiar with all the pop culture trends

Let’s the students chose a song to play at the last band concert. Some years have been less chaotic than others, the worst (or best, depending on who you ask) being when the students voted to play Deja Vu from Initial D.

Fundy: Computer Science/Coding

Begins each class with a cheesy computer joke. Every class.

Everyone knows you can’t get anything past him technology wise. He can see that headphone in your ear from across the room.

Isn’t afraid to assign extra work when students are disrupting class

Once took up an entire class period showing his students how he coded different difficulties in Minecraft. He wasn’t ashamed to admit that he plays the game in his spare time.

About half the students in his class aren’t really interested in computers, they just want to have him as a teacher since everyone says he’s cool.

Known to hack school computers to bypass restrictions

Sucker for pizza parties. Has at least one per semester

Sapnap: PE/Basketball Coach

Hella competitive

Abuses his power of having a whistle. Someone should really take it away from him

Gyms shorts every day. Even in the winter. Sometimes he wears sweats, but never jeans.

Doesn’t let anyone sit out of activities

Tries to set up fun tournaments for each activity they do, makes sure to balance the teams so no one has too much of an upper hand.

He’s usually the teacher who mans detention, he tries to make it as positive as it can be though.

Keeps extra sets of gym clothes to give to students who forgot or can’t afford to buy them

Schlatt: Calculus and Stats/Business

You either love him or are terrified of him

One of the only teachers who can have an “aggressive” teaching style and still connect with students

You will learn something from his class, he makes sure of it.

Doesn’t accept late work unless you have a really good reason why you couldn’t turn it in

Wears a tie every day

If another teacher needs a last minute sub during his prep period he’ll cover them. Doesn’t matter what subject, he can wing it

He was the reason the school started offering business studies as an elective due to some vague threats towards the district

Niki: Art/German

Teaching voice is so soft

You can’t tell whether or not she’s giving you constructive criticism because everything she says sounds so positive

Let’s her students lead learning for the most part, she will cover topics that most interest them while still trying to hit the district required standards (luckily teaching electives gives her a bit more freedom with her curriculum)

Her classroom always smells lovely

Will bring in homemade goodies each Friday for the staff room

Holds art galleries at the end of each semester to show off the arts since they often go unappreciated. It has turned out to be a super popular event for students and staff.

Bad: Special Education

This man has endless patience. It’s crazy

Even after the longest days when none of the students are cooperating, he still has a smile on his face

If he hears cursing in the halls he will call you out in front of everyone. Teachers included.

Makes sure to keep a list of all his students favorites so he can surprise them with gifts on their birthdays or around holidays

He works closely with the other teachers to make sure his kids can be as involved in general education as possible.

Always wears something fun, be it a tie, socks, shirt, or even a full outfit. His students love seeing what new wacky garment he’ll be wearing that day.

More Head Cannons

If someone brings food for the staff room Tommy WILL take it. Sometimes he’ll come back for seconds, there will be none left by the end of the day. He’s not as bad as Skeppy though, who will literally pack it up to take home for later.

For the past few months the staff members have been receiving anonymous email chains with photoshopped pictures of each other. Everyone was sure Fundy was behind it, Eret thought he saw him teaching his students how to use the program by editing their favorite teachers into stupid situations (they’ve all been school appropriate of course). Fundy did in fact start it, but now so many other teachers have joined in that it can’t be traced back to one person anymore.

All the teachers love going to sporting events. They’ll join in with the student section to cheer on the teams. If they know there’s a kid who doesn’t have family that will come to watch them they’ll make shirts with that players number to show support for them.

Wilbur, Niki, and Tubbo work together on musicals. Niki does the sets and costuming, Wilbur directs, and Tubbo leads the pit. There are plenty of long nights during tech week that devolve into chaos (especially when Niki isn’t there)

Spirit week is very intense, to say the least. The teachers are assigned a grade to be advisors to, and they get into it. For the duration of the week they practically become rivals with whoever isn’t in their assigned grade. They’ll pull pranks on each other constantly, especially when the students can see. It’s all playful of course, but it gets the kids more excited about spirit week when they can support their teachers and watch the amicable rivalries carry out.

Technoblade once joked that he knew every detail about every classic novel. His students took this as a challenge, and tried to find the most obscure and specific trivia questions they could ask him. He has yet to be stumped.

Dream and Sapnap had a running streak of about four weeks where they made everything into a competition. Who could enter their grades into the computer fastest? How many cups of coffee did they drink that day? Who got to school first that morning? There was a tally board in the staff room and the teachers had a betting pool going. Phil finally ended it when they accidently broke the school’s copier trying to see who could scan the most documents in five minutes. Dream was ahead by three points, Sapnap never lived it down.

In service days are incredibly boring, so the staff tries to make those days a bit more entertaining. They order in pizza or sandwiches for lunch. Since there aren’t any kids in the school they’ll do everything they’re no supposed to, like racing office chairs down the hallways and blasting non-school-appropriate music in their classrooms.

Wilbur accidentally started a black market of sorts when he took all the new whiteboard pens from the supply closest. He used this to his advantage, getting people to do him favors in return for the good supplies. When Dream found out he not-so-jokingly threatened to slowly steal everything from Wilbur’s classroom until he released the pens. The next day the closet was replenished once more

Quackity and Tommy are co-emcees for the school assemblies. They hold class competitions between the grades, including spirit chants and ridiculous games. Think minute to win it style, but way crazier. Everyone gets super into it, the upperclassmen usually win. The two have good chemistry and a fun energy.

George has a unit where students make bottle rockets and launch them outside on the soccer field. And every year Karl brings his class out to watch claiming that “it’s science, I teach science, I’ll have them write a paragraph about what they learned”. Really he just wants to watch rockets go brrr

For Schlatt’s birthday one year, Wilbur and Techno printed off shirts with his face on it for all the staff to wear. Schlatt was super confused when he came into work and all his colleagues were walking around with his face plastered across their chest. He got back at Wilbur for it by putting salt in his coffee for a week straight, but Techno never got his comeuppance. It’s debatable whether Schlatt just didn’t know he was in on it, or if he knew better than to mess with Techno.

Lesson planning and curriculum building is quite the process. Some departments can stay on task better than others. Schlatt and Skeppy get in, plan out the term, and get out. The math department has everything on lock. Social studies are also pretty good at getting pre-planning done. They tend to spend most of their time having discussions that aren’t necessarily related to the tasks at hand though. The English department is a mess. It’s really Tommy who’s a mess, he just projects that onto everyone else. Karl and George work well together to map out science curriculum. Even though teachers who teach electives aren’t required to collaborate with each other, they still get together and bounce ideas off each other and get feedback.

I have plenty more if people want a second part. I also only listed the MCYTs that I’ve watched enough to know their personalities at least a little bit, but if you wanted to see another person I may expand the staff list!

#minecraft youtubers #dream team #sleepy bois inc #dream smp #high school teacher au #teacher au

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recklessinventor · 4 years ago

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[I don’t think I’ve ever gone into full detail on my headcanons regarding how Jeff was removed from Dr. A’s care and lives at Snow Wood or how that works (and how Snow Wood works), so I thought I’d expand on it, and then when I wanted to see if what I was thinking was legally accurate I read so much legal jargon it made my head spin.

Seeing as I’m an American in 2021, take my word on 1980s/1990s UK child neglect and family law with a grain of salt. (Also I feel like I need to say this because I bully him all the time, but I do like Dr. A as a character, and think he’s a decent enough guy, but in my interpretation of Jeff he is not a fit parent. You can be a good person and a shit parent. )

So there are 4 types of parental neglect: Physical, Educational, Emotional, and Medical, all with pretty consistent signs that they’re occurring. How I’d envisioned Jeff’s removal from his dad’s residency going was that a colleague from Snow Wood arrived to Dr. A’s house/lab or whatever for a meeting of some kind and noticed Jeff, who at the time was 3, criminally underweight, probably wearing clothes that were too small and didn’t the right stuff for stimulation (age-appropriate toys and books, etc), could barely talk, and going though a bad case of pneumonia in a lab where the temperature is usually kept colder than usual. So very textbook examples of all four kinds of neglect.

Now, teachers in America are required by law to report any suspected abuse or risk legal action and a loss of their position, but this isn’t required by law in the UK, only by smaller private institutions. We’re going to assume that Snow Wood, being a private boarding school, either has this, or the professor that visited was just a good guy willing to report a famous scientist for suspicions of neglect despite his reputation. You could face legal action for that kind of neglect, whether intentional or not (and it was pretty obviously unintentional from his dad’s part I imagine). I’m going to leave it up in the air as to whether Dr. A had to face any kind of consequences for his actions beyond his son resenting him later, because it doesn’t really matter.

However, Dr. Andonuts still has legal custody of Jeff, just not residency. So while Jeff doesn’t (and can’t legally) live with Dr. A, he technically has a say on Jeff’s medical, educational, and financial decisions. I’m going to assume that the court found Jeff’s case as special circumstances and let him live at the school at 3 since Dr. A wanted him to go to Snow Wood anyway, and that Dr. A just agreed to sign off on whatever medical treatment the hospitals thought necessary.

Snow Wood, in my headcanon, is a private boys’ boarding school that specifically has curriculum aimed towards gifted children. You get in either by application and having a lot of money since it’s pretty prestigious, or by being scouted for academic talent and getting a request and tuition waver. (Tony got in for being good at math, Maxwell chemistry, Jeff and Tony’s hypothetical son Jo got in for writing, etc.) They begin taking students at the age of 6, so Jeff was a special case and tutored privately there before actually starting school, but let’s face it, he’d get in regardless, kid’s a genius after all.

So Snow Wood is technically Jeff’s legal guardian, since he lives there for boarding school, but only in the sense that they handle Jeff’s basic needs (including his haircuts, by the way, which he hates) and provide him with temporary legal guardians to live with when school’s not in session (other professor’s families, Maxwell’s family, Tony’s family, etc.)

Apparently (again, I’m a woman in 2021 in Nowhere, USA so what do I know) it was really difficult for dads in the UK to apply for residency in the 80s and 90s, especially if they were unmarried. We’re going to assume that Dr. A was, because come on. Jeff was definitely a test tube baby and Dr. A’s first experiment regarding tampering with fucking with life like what he does later with the chimeras, but that’s a different story. But technically Dr. A could go through that rigorous application process, but even if he really did want to, I have a feeling that he’d either forget or get kidnapped by Porky before anything happened.]

#[so when jeff worked under his dad under eb technically that was illegal by my hc but jeff didn't care]#[after that he doesn't see him bc he doesn't really want to not because it's illegal]#[also got y'all with that scorching 'jeff was the technical first chimera' take. you weren't expecting that lmao]#child neglect tw #𝔸𝕟 𝕖𝕕𝕦𝕔𝕒𝕥𝕖𝕕 𝕘𝕦𝕖𝕤𝕤 [ HEADCANON ]#𝕋𝕙𝕖 𝕡𝕝𝕒𝕪𝕖𝕣 [ OOC ]

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addierose444 · 4 years ago

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How I Got Into Smith: Part II

In part I, I wrote about my high school extracurricular activities. In this post, I focus on the academic side of my application. I’ll be honest that these posts weren’t as well planned as I would have liked and that ideally, this part would have been first. It was initially going to be a single post, but I didn't have enough time to finalize this part before my unofficial deadline of Sunday at 11:59. It worked out in the end as splitting it into two parts created a new blog post out of thin air. Furthermore, it turns out I had a lot more to add to this part.

My academics were definitely a strong aspect of my college applications. For some additional context, I applied to Smith regular decision and was admitted with a presidential scholarship. To learn more about merit aid at Smith, click here. Smith was my first choice throughout the application process and I actually submitted my application before the early decision deadline. To read more about why I chose Smith or more accurately why it became my first choice, click here. For additional context, I attended a public high school in Vermont with a graduating class size of 106 with 65% of the class attending two and four-year colleges. If this post is interesting to you, you may also enjoy reading about my academic journey to engineering and computer science.

I’ve always loved school and education has been a top priority. Between middle and high school, I took six and a half years worth of high school science classes. In addition to the advanced track of our regular curriculum, I took a marine biology class that included a research trip to Bermuda and three APs (chemistry, biology, and physics C mechanics). You can read more about my AP experience here. Of the three main sciences, physics is my favorite. As a class though, I think AP biology was the best. I won departmental awards my first and last years. I was really proud of the first science award as it was a special award created just for me (as opposed to for a specific class year). The crazy thing about taking all these science classes is that I have taken very few science classes here at Smith. Thinking about this irony is part of why I thought to write this post in the first place. Technically I have only taken two science classes (PHY 118 and PHY 210) during my time at Smith. (And to be honest, PHY 210 hardly counts as it's really just an applied math class that’s offered by the physics department). You can check out all of my Smith courses here. The reality is that I fulfilled the introductory chemistry and physics requirements of my engineering major with AP credits.

In addition to lots of science classes, I doubled up on math classes in ninth and eleventh grades. Granted I didn’t take math my senior year and retook calculus at Smith. I think there were some clear flaws in my math education as many of the courses were too easy and had too much overlap year to year. At the same time, we didn’t cover enough trigonometry and had other gaps in our precalculus course. I did learn a lot in my AP statistics class and was surprised by how much I enjoyed the content. It makes total sense in retrospect as I now see math as an interesting and useful tool. Back in elementary and middle school, math was my favorite subject and I loved it in isolation of other subjects and real-life applications. In ninth grade, I got a math award, but unlike the other departmental awards, a lot of people got them.

My favorite class of high school was AP computer science A. In that course, I learned Java and the basics of object-oriented programing. In ninth grade, I’d been introduced to computer science through a semester-long Python course. In my senior year, I took an online website development course from my state university. I learned HTML, CSS, and some PHP. I also took a semester-long engineering course. It didn’t have math or science prerequisites, lectures, or structured assignments. What it did provide was a fun self-directed opportunity to learn how to use our new CNC machine and work with (mostly fix) the 3D printers.

Four years of English were required to graduate, so I took our required ninth and tenth-grade courses followed by an advanced expository writing course and an advanced literature course called world authors. I’ve always loved reading, but English classes and literary analysis aren’t really my thing. To read some of my reflections on writing, click here. I managed to win an English award my sophomore year which was cool as I’d never really seen English as a strong subject of mine. Granted, I didn’t like my sophomore English class as it only had seven other students who clearly didn’t want to be there and didn’t do assignments well or on time. I also took French all through high school and won awards my first and last years. I was generally more engaged with school than my peers, but French is where my peers’ lack of engagement had the most negative effect on my learning. I’m not trying to brag about any of my academic awards, but I do genuinely believe I did stand out on my own merit. When it came to French, it was more just that there wasn’t much competition.

Social science classes were the ones I generally avoided. Knowing that I only needed three years of social science to graduate and having already doubled up on math and science, I skipped the ninth-grade social science class. As a sophomore, I took the advanced version of our sophomore social science class called democratic roots. As a junior, I took AP U.S. history as U.S. history was required to graduate. The other AP courses were of actual interest to me and this was the only one I took for the AP designation. It was one of my least favorite courses, but I defend my decision to take it as the regular version was sort of a joke at my school. Furthermore, the APUSH teacher was also the advisor for the school publication and was able to write what I presume to be a strong letter of recommendation. As a senior, I took a semester of AP art history and another semester of art history through my local community college. The AP course was entirely online through UC Scout. I didn’t finish the AP course as the community college version was free due to my state’s dual enrollment program. The community college course was also fully online and was much more limited in scope.

I was in the jazz band from eighth through tenth grade. I played the electric bass, an instrument I picked up because they needed a bass player. Jazz isn’t my kind of music, so I never really got into it. To check out some of my favorite songs and musical history, click the respective links. I “quit” the jazz band as it conflicted with AP chemistry. The bass is an integral part of the rhythm section, but rhythm doesn’t come naturally to me and is challenging even with deliberate practice. I was used to being in all of the advanced courses but was in the intermediate jazz band with eighth and ninth graders. Additional required electives included health, financial literacy, and three semesters of physical education. The only class I did over the summer was an independent study for physical education credit. The running I did for the self-directed course probably helped earn me a spot on the varsity field hockey team. I also took a weight lifting class which I absolutely hated.

I wasn’t planning on sharing my actual stats, as there is so much more to college admissions than raw scores or even academics. What really matters is (in terms of academics) is the rigor of your courses in the context of the high school you attend. However, if you’ve read this far, I don’t really mind sharing my actual grades and scores. I earned straight As throughout high school and had a GPA of 4.26 (unweighted on a 4.33 scale). My school didn’t officially do class rank, but I am almost positive I had the highest grade point average. I do know that at the end of my junior year I had attained the “highest level of academic achievement” which I presume takes into account courses and grades. A lot of schools have gone test-optional due to the pandemic, but it’s worth noting that Smith was already test-optional. I don’t know exactly how merit scholarships work, but I am guessing that a strong SAT/ACT score would be necessary to earn one. My SAT score was 1500 (780 math and 720 verbal). I did study a lot over the summer before senior year and improved by almost 150 points from my PSAT. I also submitted SAT subject test scores of 790 for chemistry and 770 for math level II.

#college #Smith College #high school #academics #college admissions #grades #standardized testing #SAT #high school classes

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orlissa · 5 years ago

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Since @agenthaywood and I talked about this the other day, and since apparently I’m a bit of an insomniac, here it comes: a little intro to the Hungarian educational system. Because it’s a mess.

First of all, we need to talk about two things: classes and the matura.

Unlike (as far as I understand) the US, where you have kinship with the people you were in the same year with, in Hungary, you have kinship with the people you belonged to the same class with. Classes are teams, closed entities. It’s 20-odd (elementary school) to thirty-odd (high school) people, who have most of their classes together, except for specializations. So everyone in the class has basically the same schedule for the whole duration of elementary/high school. They take school trips together. They often compete as a team against other classes in their year.

And then the matura--the matura is the national, centralized exam that marks the end of high school. Each student has to take it in at least five subjects: Hungarian Literature & Grammar, Math, History, one foreign language, and one freely chosen subject (back when I did this, it could be anything. Now I think it must be some science subject). You can take each of those on two levels: “middle” or “advanced.” The middle levels happen in your own school, overssen by your own teachers. The advanced levels happen in unfamiliar schools (one appointed for each subject in each district), and you’re never examined by your own teachers. Advanced levels are of course harder, but the percentages for each grade are also lower. As far as I know, you have to take at least one advanced level matura. They happen in two rounds: the written round starting in early May (Lit & Grammar on Monday, Math on Tuesday, History on Wednesday, English/German on Thursday of the first week, with all the other subjects following in the next two weeks or so), and then the oral round in mid-late June (the middle level orals happen throughout a 2-3 days period, a person doing all of their oral exams in one go). The outcome of your maturas, given in points, determine your college admissions (but, like, for example if you wanna go to med school, your elective subject needs to be Chemistry or Biology. If you wanna get into an English as a foreign language program, you have to take an advanced level English matura. Every year, there’s a huge book listing all the programs in all the universities in the country, where you can check what are the exact requirements for each program).

Personally, I took advanced level Lit & Grammar and English, middle level Math and History, and middle level Art/Art History. All the programs I applied for were in the field of humanities, all asking for Lit/English/History/whatever, so I really only did Art for “fun.” I got 98% on English, 95 or 96% on Art, 90-something% on History, 90% on Math, and 84% on Lit (for middle levels, A starts at 80%; for advanced levels, it starts at 60%), which meant that after some complicated math, my overall score was, I think, 468 out of 500. That year you had to have 422 points to get into my first choice

Okay, so, yeah XD I told you it was complicated XD

Anyway, the actual educational ladder: kids go to elementary school at 6/7 (back when I was in school, if you were born during the summer, so you didn’t turn six by the time the school year ended, your parents could decided to keep you in kindergarden for one more year. Now I think if the kid turns 6 by the time the school year starts in september, he or she is required to start school), and it consists of grades 1-8, which is divided into two parts: junior (grades 1-4), where all the classes are held in the same classroom, taught by the same teacher, and senior (grades 5-8) part, where the students migrate between classrooms, and each subject is taught by a different teacher. BUT the class itself remains an entitiy--you attend grade 4 and grade 5 classes with the same people.

Then comes high school. High school application works pretty much like college application: 8 graders take a centralized, national-wide test on Math and Literature in January, and their scores there, plus their previous grades determine which high school they have applied to will take them. But, like... even this system is not as clear cut as it might seem at the first glance :D for example, I didn’t take the centralized test. My first choice of high school (where I eventually went) was out of town/district, and it was a special program that required its own entrance exams. My other choices were withing my district, but the december before I started high school I came second out of 200+ at an IT studies competition, which meant that I had “admission exam amnesty” or whatever. Basically all the high schools within the district were obliged to accept me on merit if I applied to them.

Okay, so elementary school finished, you go to high school--but not necesarrily the one that is the closest to your home. Instead, as stated above, you apply to different high schools, based on which one is the best/strongest/closest to your personal level. So, basically, C students will mostly end up in one class with other C students, B students with other B students, A students with other A students... You get the picture.

High school generally lasts 4 years, however, there are other programs as well. There are 8 and 6 year long programs--they have their own admission exams, and they start after grade 4 or 6. These are usually good schools, often require tuition fees and focus on foreign languages. Meanwhile, 5 years long programs start after grade 8, and have a “0th” grade which focuses on a foreign language (I went to a program like that--I had 9 English classes a week in the first year).

For example, my high school had 4 class in each year: Class A and B were 6 years long programs, A focusing on languages and B on Math, class C was a 4 years long program (general curriculum), and Class D was 5 years long (special government-funded program for gifted kids from difficult backgrounds.)

Also, there are different kinds of high schools. What I wrote above applies to what we call “gimnázium”--gimnázium teaches no vocation, and instead focuses on readying people for university. You are basically expected to go to university if you go to a gimnázium. Then, as per as current terminology, there are szakgimnáziums: they also ready you for university, and they end with the matura exams, but they also focus on a specific (usually white collar, such as accounting, healthcare, electric engineering, etc.) vocation. People who go to a szakgimnázium have to take a matura in their chosen vocation. And then there are szakközépiskolas: in a szakközépiskola, students study a specific (usually blue collar) vocation, and take an exam on that vocation after three years of study. Szakközépiskola do not end with the matura exams--if you wanna take the maturas, you have to stay for two extra years.

So, yeah... I told you it’s complicated :D

#hungary #personal #education

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redbeardace · 5 years ago

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August TAAAP Chat Notes: Sex Ed

This is a scattered bunch of thoughts and notes on some of the things that were discussed about sex ed in the August TAAAP Pride Chats. There’s no solid thesis here, but maybe a few conversation starters. Some of what’s here is a post-chat thought and wasn’t even discussed at all. This should also be taken as incomplete and not a full overview of what was discussed. (Notably, it doesn’t include much of what went on in the voice chats.)

[Cross-posted from Pillowfort.]

Include aces and aros. Unsurprisingly, one of the main things was that aces and aros should be included in sex ed courses.

Sex ed has gone backwards since the early 90s? Either I had a wildly advanced program in my schools (in a deeply conservative rural area), or the fallout of Jocelyn Elders and the “abstinence-only” nonsense of the Bush years completely obliterated the usefulness of sex ed. We had a program that spanned multiple years, starting with a single day vocabulary lesson and “puberty is coming!” warnings in the 5th or 6th grade, through a two week lesson about all sorts of things in 9th or 10th grade health class. We were told that masturbation and gay people and condoms and oral sex existed, although there were no details about how any of those things worked. It wasn’t perfect, but it was a start. But a lot of the people in the chats were talking about their sex ed, and it sounded woefully, frighteningly inadequate.

What is “sex ed”, anyway? School, teaching the basics? Information for adults? Training courses for professionals?

Cover the basics. The basics are important. Anatomy, menstruation, common medical issues down there. Cover what’s “normal” and what should be taken to a doctor.

What about other classes? How can a math teacher express support? Hang a flag. Tackle amatonormativity in story problems. Discuss it in the staff room. Point the sex ed teachers at aro/ace resources. Be out. Stories about aromantic people read in English class. Asexual people talked about in history. GSAs/Pride groups in school that are aro and ace inclusive.

Desire for sex or romance are not universals. Stop with the “Everyone wants it eventually”, and switch to something more like “a lot of people do, but not everyone, and it’s okay if you don’t.”

Reframe the discussion of “No”. Too often, in sex ed, it’s all about when you’re “ready”, with the implication that you will be “ready” one day. And when you’re “ready”, there’s the implication that you’re ready and willing for everything from that point forward. Like if you say “yes” to a date and you’ve opted in to all the romancey things, say “yes” to sex and you’ve opted in to all the sexy things. That’s not right. It should be more focused on what you want to do, and empower people to say “no” to things they don’t want. Discuss reasons for saying no, include “I just don’t wanna”. Normalize the permanent “no”.

Look for backdoor opportunities for inclusion. For example, the new Washington State Comprehensive Sex Ed law requires teaching of sexual orientations and gender identities as listed in the definition used by another section of state law. So if that other section gets updated to include aros and aces, the sex ed curriculum will also have to be updated.

Connect with the people doing the work. There are groups who build sex ed programs and lobby for them. Work with them to include ace and aro topics.

Beware the head-in-the-sand crowd. There is a very loud, very active anti-sex-ed lobby out there. In WA, they got the sex ed law put up for a vote. Some of their objections are that affirmative consent goes against their religious teachings, and that although they can opt out their kids from the lesson, they can’t opt out their kids from schoolyard talk, so your kids have to remain ignorant, too.

Fuck you, Kemper Freeman. Seriously. Fuck that guy.

How do you accommodate varying levels of interest and aversion, while still providing necessary levels of detail? The topic of sex ed is a bit of a minefield. Some people want to know all the things, some people want to know very very little. Some topics are dysphoria triggers, some topics are aversion triggers, some topics are just not interesting or of any practical use. There’s a baseline of information that everyone should know, and there’s a level of detail that the interested people should get. But how do you do that in a classroom setting? One suggestion was to allow people to freely step outside for certain topics. Another was to have an interactive lesson, where the student is able to adjust the detail based on their comfort level and interest. It would start out with a “default” level of detail, but would allow the student to request less detail or more detail for each topic. The less detail level would still have all of the baseline level information that everyone should know, while the more detail would go beyond a surface level summary. Likewise, images could be switched between text description, line art diagrams, and actual photos.

Resources! Scarleteen, Sexplanations, etc.

Discuss healthy relationships and consent. Provide practical examples. Not just how/when to say yes or no, but how to bring up things you want to do or are curious about. Include queer relationships. How to ask for what you want. How to know what you want. How to say no to what you don’t want. All relationships, not just sexual or romantic.

Reconsider segregation by gender. A lot of sex ed is done with a gender split, but does it need to be? If there is a value to such a split, how can it be made trans and intersex supportive?

Bring up body variations. There’s a wide variety of genital configurations, so mention them. Discuss intersex bodies. Discuss small parts, large parts, asymmetrical parts. This would likely be an appropriate place to include actual photos, because so many people said that actual photos were only used in the STD scare tactics.

Elaborate on “sex”. Too often, it’s discussed as just PIV to orgasm and that’s that. But what about things that don’t involve Ps or Vs or do involve Ps and Vs, but not the I? What about stuff before and after? What alternatives are there if you don’t like certain aspects but are fine with others?

Cover everyone. If there is a separation, each group should cover the same things, at least at some level. Everyone should come out of sex ed knowing about their own body and its processes, as well as about bodies they don’t have, and their processes.

Don’t “teach” through fear. STDs are bad, but they’re preventable with caution and mostly treatable in some form or another. Pregnancy typically isn’t desirable for high schoolers, but here’s a dozen ways to avoid it. Give direct information, don’t try to terrify people.

Mention pleasure. Mention the basics of obtaining pleasure, whether alone or with others. If anyone walks out of a sex ed course of any kind without knowing about the clitoris, it’s a failure. People should know that most clitoris owners can masturbate, and can experience pleasure from sexual acts, if done the right way..

Dispel myths and lies. Not everybody wants it. Vaginal penetration isn’t necessarily going to lead to orgasm. It’s not supposed to hurt the first time. You don’t have to have an orgasm. It’s okay not to know what to do. “Girls don’t want it.” “Boys will be boys.”

Toys. AFAB people don’t have to only use vibrators to masturbate. AMAB people can use toys.

What is “Attraction”? And along those lines, what is “Libido”? What do these things feel like? How do you know what you’re feeling? What are these experiences like for different people?

Hygiene. Give information about keeping various zones clean. Talk about the results of various activities, partnered or not, and what steps might need to be taken.

Porn is fake. Watching porn to pick up information about how to do sex is roughly equivalent to watching a crime procedural to learn how to become a cop. You’ll get a very skewed view of things. Pleasure isn’t always visible or audible.

Destigmatize it all. Sex is seen as taboo and secret, and not to be spoken of, and that attitude harms people. It prevents them from feeling comfortable to bring up important things or ask important questions. It prevents them from learning things they need to learn. It forces people into bad situations and mediocre encounters because they don’t know it doesn’t have to be like that.

Teach people how to learn. Sex is currently a subject fraught with misinformation. Porn or Cosmo are main sources of information, yet aren’t super accurate. People should be given tools to know how to find and evaluate the information.

Consent is bigger than the bedroom. Consent includes touch, jokes, conversations, etc. It’s anywhere boundaries exist.

More than just cis white male voices. So much of sex ed is heteronormative, amatonormative, tailored for specific cases, and mired in the ignorance of the past. Sex ed needs more perspectives.

#asexual #aromantic #sex ed

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