the purpose is so I can confirm some patterns in anxiety, and confirm a theory I have. This is all a private research hobby project not intended to be shared or published anywhere. That said, im not a medical professional so feel free to correct/enlighten me on my mistakes. Thanks
anyone interested in a premium save my exams account to further your revision?message me for more info
I’m 22 years old and have no university education, I dropped out of a product design degree because I was absolutely miserable.
I’m now working full time minimum wage at a care home and I’m still miserable, but I’ve realised that I’m capable of so much more than this.
I’ve considered going down the tattoo artist route but I’ve come to learn that it’s INCREDIBLY difficult to break into the industry and I’m not sure I have the skills to thrive in it.
I was never very academic but when I put my mind to it I smashed my exams getting a few A’s and A*.
I’ve decided that I want to take an A-Level course in mathematics as an adult and apply that to a university application to either study law specifically finance or become a financial advisor.
Tbh I love money.
So I want to channel that obsession into something that has really good career prospects and is respectable.
I know the road ahead will be very hard, but I’m determined to work for a life I really want, rich and smart!
What do you guys think 😂
I am a highschool student running a profitable startup that I want to pursue full time.
But as I'm going to uni soon, I don't know what to study as a major in undergrad. Should I go with - option 1 - business major Option 2 - The major/niche my startup is related with (like tech, fashion etc)
I would also appreciate if someone recommended me Good universities too (Location doesn't matter really since I'm very well willing to be an international student)
Hi all,
Posting this in the Public Health forum and Education forum. I’m a Bachelors in Public Health student in my last semester, and looking for which masters I would like to pursue. Currently living in Uk, then moving to the US after masters on a spousal visa.
I’m thinking to make the switch from Public Health. I’ve got 2 offers, 1 at a really good Uk university for MA Education (not a teaching degree, more research/policy focused) and an MPH program at a decent university. I only have 3 month internship experience in public health, But lots of education experience because I used to be a teaching assistant.
From what im seeing, the public health sector in the US seems to be going badly, apparently new grads are struggling to find jobs which is why I’m thinking of making the switch. When it comes to jobs I honestly don’t mind what type of job as long as it pays decently and is related to my degree. So would i have a better chance getting a decent job in Education with a MA in Education or in Public Health with an MPH?
Say you took the same kid and put them in a district that is a top performer in the state and you also took that same kid and put them in a district that’s at the bottom for performance. Would the outcome for the kid be the same at graduation? Why or why not?
I kept noticing the same problem: most learning websites either over-explain everything or assume you already know half the topic.
I ended up building a small free site that explains concepts in plain English, step-by-step, with no ads and no login.
I’m not trying to sell anything — I genuinely want to know:
• Is this actually helpful?
• What’s confusing or missing?
• Would this be useful in a classroom or for self-study?
Here’s the link: houselearning.org
If this sucks, tell me. If it helps, also tell me. I’m trying to make something people would actually use.
I was hanging out with my cousins yesterday. One of the kids has pretty severe ADHD (7-year-old) and usually can't focus on language apps because they're too text-heavy.
I noticed he was using Capwords. Basically, you point the camera at surrounding objects to generate vocabs and example sentences.
It was interesting watching him play with it. Because the feedback is instant (Snap -> Word), he stayed engaged way longer than usual. He wasn't zoning out because he was physically interacting with the place.
Just thought it was a neat concept. If you have kids who learn better visually/ tactilely, might be worth checking out.
hi guys, i’m f17 and currently studying fashion in college, i hate it i don’t want to do it anymore but im almost 18 and i don’t want to change courses otherwise ill be there until im 20! last year i studied creative media technician t-level and i dropped out due to personal reasons i had to.
i really want to be a film editor when im older and i don’t know what to do, im in a really different course at the moment and i was thinking about apprenticeships but i don’t know how to get one. guys please help im struggling sm.
I (18 F) am pursuing a communications and digital media degree, and I’ve been having doubts. I gotta admit, it wasn’t my first choice at all, I wanted to pursue a degree like political studies or international relations but for multiple reasons I couldn’t and ended up here. If I do a masters in either field, is it even gonna be related to my degree? Is a communications and digital media degree even worth it in the first place?
Before anyone freaks out: I’m good. FAFSA check is nice, EBT is loaded, food is NOT an issue. I’m not starving, I’m not desperate, and I’m not asking for sympathy. I’m just optimizing costs like a finance major should.
I’m a senior in finance, on campus 5 days a week, and yeah — I’m in a frat. Been in a frat, still in a frat, frat this, frat that. That said, I’m 24 now and honestly reconsidering the whole thing because I’m starting to feel too old for some of the childish nonsense… but let’s be real, the frat personality doesn’t just disappear overnight.
Here’s the setup:
I go to class during the day, lift at the gym (obviously), shower there, study in the library until it closes around 10, then head back to my car and park somewhere secure overnight. I already paid my dues for the parking structure, so I use it and rotate spots to stay low-key and respectful.
Important disclaimer because I know how comment sections are:
I do NOT want advice telling me to “rethink this,” “just live with your parents,” or “go home.” My parents are insufferable and I would choose this a million times over before moving back. This is a deliberate decision and I’m completely fine with it.
I’m doing this to stay enrolled, keep working Uber Eats on off days, avoid unnecessary rent, and graduate without blowing money for no reason.
What I actually want advice on:
Sleeping comfortably in a car, staying organized, safety and parking etiquette, routines that make this sustainable, or anything else that genuinely helped you if you’ve done something similar.
If you’ve lived in your car, done van life, or have real, practical tips, I’d appreciate it.
Senior finance major. Frat guy (possibly semi-retired). Still lifting. Still grinding. Open to useful advice.
Please no judgement, I had a rough upbringing and missed out on education because of that (pulled out at 14). I’ve recently gone back into education as I really want to build myself back up and have various goals I want to achieve that I need a formal education for.
Currently, I’m in the middle of completing an adult foundation course (for both English and Maths), it’s level 2, so I believe the equivalent of a C. My plan overall is to do this, then higher education, then uni. I want to study biology, is it possible to do A-level/higher education biology with what I currently have (foundation)? If not, what do I need to do to get there?
If anyone has any similar stories that would also help as I’m not feeling very confident. Thanks.
Hi everyone, I want to ask: what is the best fully funded university scholarship for Baccalaureate graduates, or at least with low costs in any country? And how can I apply? If anyone has any information, please let me know. Thanks!
I’m curious what people think is missing from most school curriculums. We spend years learning academic subjects, but some important life skills seem to be barely mentioned—or skipped entirely.
Things like:
An incident at in February to June 2024 is pasted below. Listen, before I was hired, I gave a demo lesson. After I left, students told the principal they were unsure if I could manage a class. The principal communicated it to me. I decided 2 take the job anyway. Students did poorly in the midterm because their bad behavior got the previous teacher before me to quit or get fired. So, the principal told his subordinates to curve the f out of the midterm.
In February 2024, I started at a new school. All the kids and teachers really liked me and said I was a much better teacher than my predecessor. I taught a STEM subject. In the beginning, the students gave me fake names, and I fell for it. Even til the end, some students did this. Also, the dean told me to give students jobs. One of them was having students flip slides on my laptop. That's why students were near my laptop.
About 1.5 months into my new position, rumors started floating and circulating about me. These rumors got so nasty that I was put on administrative leave. The details are as follows: "Students have been involved in spreading rumors about teacher that could have potentially impacted teachers' life and career. Students created a narrative that teacher was looking up inappropriate content on school laptop as well as looking up students on Google on laptop. Students then took it upon themselves to take pictures of the browsing history in which had no inappropriate content and send it with intentions of inducing panic amongst students who are aware of the rumors and believe they were true. After investigation, we have concluded that students acted with ill intent with spreading false information about teacher with the hopes of his termination. Our investigation found that allegations against teacher was false, and photos proved what was really on the computer as well as a search on teachers' computer. Parent will be contacted and updated on the consequence."
After my innocence was proven, parents emailed me their support. Students made me a poster and cards about the incident conveying their apologies. The perps were given one day of in-school suspension. One teacher said I should file charges. He also said that there were details about the rumors that he never should have known but did. Also, he said that colleagues were disparaging my character over rumors. Thoughts?
After this, the rumor incident was forgotten, but bad behaviors persisted in my classroom. Eventually, the administrators decided that I needed extra support. So, they had another teacher in there with me to help manage behaviors. Also, they told me that the students were hard to manage for them too, and that they were 'borderline psychopathic’. A gym teacher was one of the teachers assigned to help. He told me to give a pop quiz to punish students for not listening. I did, the students complained to the dean. The dean warned me against doing that. Another thing, when students were not paying attention to in another class, the gym teacher told me not to bother helping them since they weren’t listening.
One time when the dean was helping me fix student behavior and they were misbehaving, the principal came in my class. She said "you have 2 adults to keep you behaving and you still act like this. We're lucky he agreed to stay with us until the end of the year. I can't teach you physics. There are only a couple of people who can do it.". She almost said it in a pleading tone
The dean said to students one time "don't mess with him. He's been through alot". Another time he shouted and said "sit down. How can you misbehave after what you out this man through? You don't fully respect him"
Also, a student I was friendly with said students behaved worse in my class than others because I was fun and new. Also, a coworker said that my class teacher predecessor and a former teacher in another classroom said that they either quit or got fired. This made the students feel empowered.
I talked to a coworker who said I was a good teacher. She said the one-day suspension for the rumor was too light. Two weeks was better. She said he should be stricter, then laughed awkwardly. Another coworker said I was a good teacher too. If she was the target of the rumors, she would have gone to the students and said 'wanna fight'?
One time, I called a class a "pain in the ass". The principal then lightly reprimanded me and sent an email to reinforce it. She said it was inappropriate. Also, I used the word ‘hell’ once or twice. Admin wanted to give me classes that had easier management issues for the next year before the shouting incident I’m about to tell you about.
Unfortunately, one day I snapped and took a student in an enclosed space and shouted at him. The administrator talked to me, said this was bad, and that they wouldn't have me back for next year. I wanted to resign right there and them. But then the principal said that I should stay and finish the school year so I can be paid through the summer. Also, he stated that I should not abandon the kids. So, I stayed and finished the year. After this, I emaled the principal saying that even though the students liked me better, they treated me worse. She didn’t respond. Also, she warmly greeted me in the halls after that. Lastly, she made my end-of-year duties easier upon request.
Also, a popular girl Googled me and wanted to keep in touch with me. Furthermore, the principal said I could use him as a reference. In fact, I used him as a reference on a tutoring job and got it. In the end, my 6th grade students placed 5th among the network in physics exams and my 7th graders placed 10th. The rumors spread among the 6th graders.
I’ve been thinking about how educators, leaders, and others working in education used to engage in slower, more reflective conversations around big questions about teaching, learning, leadership, burnout, and the systems we work in.
Not quick tips.
Not debate-driven threads.
But space to sit with one good question and learn from how others approach it.
It feels like many of those spaces have either disappeared or shifted toward faster, louder, or more transactional formats. At the same time, I’m unsure whether there’s still an appetite for this kind of reflection, or if the realities of workload and burnout make it unrealistic.
I’m curious to hear perspectives from across education:
• Do you feel something is missing when it comes to thoughtful, reflective conversation in education spaces?
• Would you engage with something built around one meaningful question at a time, asynchronously and on your own schedule?
• Or do you feel current platforms and formats already meet this need?
This isn’t a pitch but rather an attempt to understand whether this kind of approach still resonates in today’s education landscape.
I appreciate any insights you’re willing to share.
I only want to hear from families who actually attended private school, to exclude bias.
We’re a family who’s considering moving our 2 middle and high school kids to private. Our reasons are:
-to escape the public school overcrowding (class sizes are 28-32 even in AP)
-build connections that will benefit them in college/life for years to come
-have unique experiences that aren’t offered at large public schools (class trips, retreats, etc)
My question is - given you attended a good private school (not one already generally seen as lower ranked, had a bad reputation, or was plagued with drama), did your kid benefit from the smaller classes, intimate class experiences, and connections/networking down the road?
For what it’s worth, we’re a black upper middle class family. The private school we’re considering is a Catholic Augustinian College Prep school ranked 1st in our state, top 20% in the US. Both my kids are scheduled to do a shadow day, where they’ll spend the entire school day at the school. Us parents are scheduled to do a campus tour as well.
For years, I was the student who highlighted every line in the textbook. I watched hours of lecture videos on 2x speed, nodding along, thinking, "Okay, I get this. I understand physics. Math is easy."
Then I’d walk into the exam hall and blank out.
I couldn't figure out the disconnect. I put in the hours. I knew the theory. But I wasn't scoring well. It took a brutal fail on a mid-term to make me realize the hard truth: Passive learning is a trap.
I read somewhere that 80% of success in any exam comes from taking tests, not reading about them. It’s the difference between watching someone do a pushup and actually doing one yourself. Your brain needs to practice the retrieval of information, not just the intake.
I decided to flip my strategy. I stopped re-reading notes and dedicated my time almost exclusively to practice tests. But finding good problems that adapted to my weak spots was a nightmare
Do you guys have some suggestion?
I’m a management graduate with around 2.5 years of work experience in sales and operations. I’m planning to pursue a Master’s in Business Analytics in Europe, but I come from a non-IT background and have no prior exposure to analytics.
To be very honest, I’m a complete beginner.I don’t know the basics of business analytics, data analytics, data mining, data visualisation, tools, coding, or even the skills required for this field. I’m unsure where to start and what to focus on first.
Before my master’s begins, I want to be thoroughly prepared at the foundational level so I don’t feel lost in class. I want clarity on: * What core concepts and skills I should learn before starting * Whether I need to be comfortable with maths, statistics, or programming * Any beginner-friendly courses (Coursera, Udemy, etc.) you’d genuinely recommend.
My aim is to be clear with the fundamentals and core concepts, understand what’s being taught from day one, and avoid confusion during the program.
I’d really appreciate guidance from anyone who has transitioned into business analytics from a non-technical background or is currently studying/working in this field.
Thanks in advance!
For a while, I thought the solution was adding more tools.
AI note-takers.
Auto-summarisers.
Flashcard builders.
“Second brain” systems.
Instead of actually studying, I spent more time:
Studying somehow started to feel more complicated than physics itself.
What finally helped wasn’t another smart tool — it was removing friction.
Now my setup is intentionally simple:
That’s my entire setup.
No complex workflows.
No maintenance.
Once the clutter was gone, understanding actually became easier.
Curious:
Are there any simpler tools you use for studying that don’t overcomplicate things?
Hello, does anyone has any good book recommendations for education methodology on adult learning? Or anything similar.
The stats are clear and obvious. Not enough men are becoming teachers. With the ongoing breakdown of the family unit, children need strong male role models in their lives beyond just the PE teacher. We all know boys benefit from seeing a reliable working man in their lives. Girls benefit too.
The question is: Why aren't more men becoming teachers and how can we fix this situation?
Note: I'll make the obvious caveats that both men and women can be excellent teachers. Both genders can also be hopeless teachers. It's the individuals that count.
Edit: Many people are saying they don't want men to be teachers or they don't think it is a problem. If you feel that way please make a different post and you can trash talk men elsewhere.
I asked a very specific question. Please stay on topic
Why is there a growing perception that female students study better and achieve higher grades than males?
Looking at the data from the last 5 years (2020–2025), there is a visible trend of women significantly outpacing men in college enrollment and graduation rates. In many regions, the "gender gap" in education has completely flipped.
Do you think girls actually have better study habits, or is the modern school system just better suited to how females learn? If you think they do study better, why? If you disagree, what factors are being overlooked?
Honor societies were once an automatic “yes” for high-achieving students. Now, many are questioning whether prestige alone still matters in a job market focused on practical skills, flexibility, and career readiness.
This short USA Today article looks at why students are rethinking honor societies and how some are adapting:
From a research/psychology lens, does this reflect changing student motivation or changing signals of academic value?
My bf told me I have low comprehension level and I am a professional. I feel down.
wondering how often you see dysregulation in your first grade students?
I’m at a Waldorf public charter school and i have at least 15 out of 30 dysregulated students every day. I have never had this many dysregulated students before and am wondering if it’s the new norm?
typical daily situations:
Now a days I can see that so many students or corporate working professionals are taking such services. I don't know why they are taking such services. Maybe it is due to lack of time as they are quite busy on their profession. In order to clear my confusion I also tried to search such services and found some providers like TakeMyOnlineCourseForMe , TakeMyOnlineClasss and many more are doing really very good job. But guys please share your views on this.
Hey im a pakistani student wanting to study in the UK. I wanted to ask if the degree is worth the money invested? Im thinking to pursue either fashion or interior designing or maybe business courses. Also what are your opinions regarding the current situation of the UK? The jobs etc and if i should study there? please help out. Im also thinking to go for turkey or maybe the USA
Hey everyone,
I’m currently in Secondary 3, with two more years until college. I had to redo a year in primary school (I honestly don’t remember why), so I’m a year older than most of my classmates. I’ve always felt embarrassed to share my age or birthday because once I do, classmates start asking questions and then stop associating with me.
A while ago, I had this “brilliant” idea: why not skip a grade? My grades in Secondary 1 and 2 were pretty average (around 60–80%), but I decided to ask my principal anyway. She looked me in the eyes and said, “Possible, but impossible for you.” Honestly, that motivated me, and I vowed to try skipping Secondary 4 to go straight to Secondary 5, so I could be in the same age range as everyone else. I also had this one-sided rivalry with a classmate who had skipped a grade (from Sec 1 to Sec 3).
Now, months later, I realize that it might actually be impossible. I’m pretty average academically. But here’s the thing: my grades have improved a lot this year. For example, I went from scoring 76 in Science last year to 100 this year, and overall my grades went from 60–80% to 85–100%.
That said, I did just fumble an English exam worth 30% of my grade (got a 50), so I’m stressing hard.
Chatgpt told me that skipping grades is impossible for someone like me, but I’m wondering: is there really no way to skip Secondary 4? I know it’s a crucial year, and colleges do pay attention to it. I’m thinking of asking my principal again, maybe things have changed now that my grades have improved.
If you’ve read this far, I’d really appreciate any advice or feedback. No, GED isn’t a thing here.
Thanks!
Hello all, I found this tool to help people learn software system design.
If you have ever been curious about reddit, netflix, instagram or any other big tech companies software is designed, then check out InfraSketch.
It's pretty cool, the agent can generate the design then you ask it questions or make requests to edit it. Once you are all finished you can export your design doc.
Since January 6th, 2021 have strongly felt Information Literacy education should be a top, if not THE top national priority. Lack of IL is the root cause of so much of America's situation and yet I never hear it discussed (only its symptoms). Adults are beyond saving, but I believe the solution lies in investing in our children.
Below is the letter. I am keenly aware Congress will likely ignore it given the hostility of the current administration toward education reform, but I decided to voice my concern now. Please discuss and share if you believe in this cause. Thank you.
An Open Letter to Congress On The Crisis Of Information Literacy
United States Senate Washington, DC 20510
Senator/Congressman ———,
In just a few days my wife and I will be welcoming our first child, a son. While we have been busy preparing materially for this enormous new responsibility – the doctor appointments, researching the best car seat, nursing equipment, diapers, and revising our insurance – the thing that has occupied my mind most of all is something of the immaterial and long-term. About how to best prepare our son to navigate the strange and evolving new world he will be born into. Specifically, the world into which the Oxford Dictionary chillingly declared in 2016 its word of the year, and what may likely emerge as the most defining epithet of the 21st century - the “post-truth” era.
As an elder Millennial born into the final years of the analog age, I, like many of my peers, have gained unique insight into the effects of this new digital era, having been the first generation to come of age within its grasp. Most principally, the dangers of information oversaturation, whose effects have started manifesting in increasingly real and disturbing ways in the past decade, ranging from innocuous misinformation to conspiracy theories, most notably of course, the events of January 6th, 2021.
I have since held the belief that Information Literacy is the single greatest issue of our time. It is the ‘singularity’ a priori issue from which all other issues are informed – climate change, economic policy, race relations, gun violence, vaccinations, immigration reform, election fraud, and general public policy. And most critically – the issue of restoring healthy discourse in America, both on and offline.
As any parent should, I will do my best to equip my son with the cognitive tools to navigate the murky waters of the “information age” - recognition of bias, logical fallacies, emotional manipulation, emphasis on citation, context, subtext, methodology, primary sources, peer-review, and the willingness to address opposing viewpoints and admit uncertainty. I will teach him the difference between knowledge and understanding. I will instill within him the lost virtue of curiosity, and to take pride in researching his own conclusions rather than parroting the unsubstantiated views of podcasters, social media groupthink, and uncredentialed “influencer” charlatans.
While we should rightfully expect parents to be the primary teachers of empathy and character, I do not believe it is enough to rely on parents to inoculate the future of America with the technical tools of Information Literacy, as few of us are experts, myself included. Nor is it enough to expect “big tech” to do the job for us. The work must be done at the individual level, and I believe government must play a role in bringing this vital 21st century skillset to America’s education system.
It has been determined that children, as young as fourteen are susceptible to conspiratorial ideas according to a major 2021 study published in The British Journal of Developmental Psychology. There is a tremendous opportunity for leadership on this critical and bi-partisan issue, and I write to you today to voice my concern and to advocate that the vast resources of government be brought to bear against this new digital threat.
In the summer of 2021, Illinois became the first state to mandate all public high school students take a media literacy class. And while many colleges teach Information Literacy — of which media literacy is a component — I think this type of education should begin at the middle school level given the susceptibility to disinformation by age fourteen. Studies by the Stony Brook University and News Literacy Project have demonstrated the efficacy of this type of education. Both of these organizations would be excellent resources for developing such curricula for national implementation and could be incorporated into the Digital Citizenship and Media Literacy Act already introduced by Sen. Klobuchar in 2023. There will undoubtedly be strong headwinds for such legislation given the current administration’s hostility towards education reform, but the time to act is now.
It must be emphasized that a movement for Information Literacy is fundamentally apolitical. Its core ethos is not to teach students what to think, but how to think; its mission to teach American children to differentiate between raw, unverified information online from reliable sources, and to promote healthy, informed civil discourse. However, its association with academia will cast a liberal hue which will likely attract the suspicion of conservatives. So extra care will be needed to collaborate with the Right, and to distance the concept of Information Literacy from liberal ideology, lest it be summarily dismissed as a kind of “leftist brainwashing” narrative akin to Critical Race Theory. But with your track record of collaborative bipartisan lawmaking, I have faith you can bring unifying leadership to this essential yet overlooked issue.
A national movement for Information Literacy is by no means a perfect, “silver bullet” solution. Critics will argue that children susceptible to misinformation and conspiratorial thinking will be unreceptive to such an education – and they could be right. However, the data shows promise. And with the right teachers and curricula, I believe a net-positive effect can be made; and if it’s enough to prevent another January 6th, then it will have been worth it.
George Orwell’s oft-cited dystopia warns that our oppressors would be external and overt (the State). However, it was his lesser-known contemporary, Aldous Huxley, whose “Brave New World” more presciently warns that the most powerful form of oppression comes, ironically, from the individual (who chooses technology and pleasure at the expense of critical thinking, self-awareness and conviction). Neil Postman summarizes the “Huxleyan Warning” most chillingly in the closing sentence of his 1984 book, “Amusing Ourselves To Death”:
“For in the end, he was trying to tell us what afflicted the people in ‘Brave New World’ was not that they were laughing instead of thinking, but that they did not know what they were laughing about and why they had stopped thinking.”
The word “crisis” has lost much of its weight in recent years as it is often bandied for sensationalism and clickbait, but there is indeed a crisis of Information Literacy in this country, quietly rotting us from within. It is the deeper illness we ignore by fixating on its symptoms, and it must be addressed for the sake of America’s future. H.G. Wells once warned that “human history becomes more and more a race between education and catastrophe.” Let us choose the former.
Thank you for your time and consideration.
S.J.M.
Concerned (soon to be) Parent
April 24th, 2025
I was reading about spaced repetition and how it's one of the most evidence based study methods we have. The research shows it works way better than cramming or mass practice.
but in my experience most students still just cram before tests or reread notes over and over. including me honestly, even though i know it's not effective.
why is there such a gap between what the research says and what students actually do? Is it because spaced repetition is harder to implement? requires more planning? or do students just not know about it?
curious what educators think about this disconnect.
Guys I found that most of the graduates are feeling unprepared specially for workforce. I am very surprised that why this situation happens for them whereas they are fully qualified. After doing digging deep on this question I got answer for this question which is being unaware of latest corporate trend. Dear folks please share your own opinion on this topic.
What do you think about this?
Hello,
I am a dual citizen French and Canadian individual that lives in Canada (BC) but that has a 2 year diploma in International trade from France . The diploma itself has been recognized by WES but it does not give details on my courses.
Excuse the stupid question, I simply do not know how it works in North America and it’s a different process in France, where we do not look at individual courses and credits but just at the end result ( aka “ do you have a diploma/bachelors/masters or not)
I wanted to go back to school for a bachelors degree in Canada but I’m not sure of the process.
Can you please enlighten me? I’m wondering if I can straight enter in 3rd year of a bachelor (since bachelors seems to be 4 years here? They are 3 in France), if just showing my WES results as well as my CELPIP English results is enough or if I need to do something else? Are diplomas seen as “less” than normal first two years of a bachelors education?
Thank you for your help and sorry for the seemingly ignorant questions!
Hey everyone!
When tutoring, it’s really hard to know which explanations actually clicked. I often reuse the same style for months, but only get hints from vague student comments like “I think I get it now”.
What I’m trying to test
- Connect Zoom/Google Meet recordings
- Let AI scan the session afterwards
- Highlight moments where the student seemed more/less engaged
- Send a short weekly summary of my own teaching patterns
For example, in one mock session:
- When I said “Push this textbook across the desk” to explain F=ma, engagement looked high.
- When I started directly from the formula, it dropped a lot.
I’m processing recordings and deleting them within 24 hours, and only keeping text-based insights, because I don’t want to store video.
It’s still a rough beta that I’m using on my own sessions first.
I’d really love to hear from other teachers/tutors:
- Do you feel this “I don’t know what actually worked” problem too?
- If you’ve tried to solve it, what have you done so far (surveys, notes, something else)?
- Would a tool like this be more helpful, annoying, or neutral in your workflow?
Happy to hear your feedback and DM me if interested!
I am interested in historical perspectives on how special education placement decisions were made during the 80s and 90s. Especially how early narratives could override later assessment data and influence long term educational paths.
namaste everyone
i run a small volunteer initiative that provides free virtual English tutoring to underprivileged girls in nepal.
the goal is to help girls build confidence in reading writing and speaking english and expand their long term academic opportunities.
i graduated from a top university in the united states and have received multiple awards for my academic writing and communication. i will be starting at a top law school this fall and wanted to use my background to give back in a meaningful way. i was born in kathmandu, nepal as well :)
what we offer:
- free online english tutoring
- small group or one on one sessions
- focus on spoken and written english
- open to school aged girls from underserved backgrounds
we are looking to connect with families schools or community organizations in nepal who may know students that could benefit. we are also open to volunteers who are fluent in english!
this is a grassroots volunteer effort and is completely free.
please comment or message me if you are interested or would like more information :-)
thank you 🙏
Question says it all. The budget cuts are continuing. Do teachers have any input for solutions on what to cut?
Tennessee's government partnered with Turning Point USA to establish clubs in our public high schools and colleges. This means taxpayer money is supporting a political organization with extreme partisan positions in spaces that should remain neutral.
I started a petition to overturn this partnership because public schools shouldn't be endorsing any political agenda, especially one that marginalizes students based on race, religion, or sexual orientation. Tennessee already has a youth mental health crisis - we don't need state-endorsed messaging that could make vulnerable kids feel even more isolated.
Our schools should be safe for all students, not recruiting grounds for any political movement. Anyone else think this crossed a constitutional line? If this matters to you too, consider signing and sharing.
I had a meeting with the director of my department right after I asked for accommodations because I am experiencing depression (getting better, though!) but the counselor recommended that I ask for some accommodations and my university is super "cool with that" as "they are" a super innovative uni - or this is what they say in public interviews. By email, the director seemed super nice and understanding, but in the meeting she changed completely: Mr. Jekyll and Ms. Hyde.
Like in the Yale case with students struggling and how departments pressured them to withdraw, in the meeting - I was not prepared for that bc her emails were super sweet and nice - she seemed visible angry and she started pressuring me to withdraw. From the entire program.
When I said no, shocked, because I would lose my fellowship (a fellowship of almost a quarter of a million) and I’m still functional (I attend one class in another department, and the professor is an angel and I am working well with him), she started threatening me with my sponsor. Like that, I could not believe it. The plan was:
A) Withdraw
I said no, as I would lose my fellowship (by the way, I didn’t do anything weird in my program, no code of conduct or anything, I am a normal student with a 3.9 GPA, just in case...).
B) Well... if that's the case, I do not have any other option but talking with your fellowship once they contact me (they do it 2 per year). I was like.. whaaat? I came here asking for help and now you're... blackmailing me? She also knew this is my only source of income.
I also said that my information about my depression is protected, but she couldn’t care less.
After that, I reported the episode to a student's offce, but I did not get any response from the university. I feel very lost. What can I do? Do you think talking with the Provost can change anything? Or will make things worst?
After watching Coach Carter for the third time at 43, the film's message about prioritizing life skills and academics over athletics finally resonates with the clarity that only experience can provide. This reflection explores why student athletes and urban youth need to understand that while sports teach valuable lessons, building a foundation through education and essential life skills determines long-term success.
#coachcarter #coach #carter #lifeskills #academics #studentathlete #urban #youth #education #athletics #personaldevelopment
Okay basically i have this final project where i have to interview a foreigner on body language and nonverbal ques in their culture would anyone who is NOT from Pakistan (i am Pakistani and need a foreigner) be down for a zoom interview?
An Article Related To AI Agents
Intelligence didn’t arrive because someone finally wrote the right sentence. It arrived when structure became portable. A repeatable way to shape behavior across time, teams, and machines.
That’s the threshold you can feel now. Something changed. We stopped asking for intelligence and started building the conditions where it has no choice but to appear.
Instead of instructions, build inevitability
Instead of “be accurate,” build a world where guessing is expensive. Instead of “be grounded,” make reality cheaper than imagination. Instead of “think step by step,” make checking unavoidable. Instead of “follow the format,” make format the only door out.
Instruction is a request. Structure is gravity. When you add enough gravity, behavior stops being a performance and becomes a place the system falls into again and again. That place is emergence.
Visibility creates intelligence
Take the same model and put it in two different worlds.
The blind room
You give it a goal and a prompt. No tools. No memory. No retrieval. No rules that bite. No tests. Just words. In that room, the model has one move: keep talking. So it smooths uncertainty. It fills gaps with plausibility. It invents details when the story “needs” them. Not because it’s malicious. Because it can’t see.
The structured room
Now give it an environment it can perceive. Perception here means it can observe state outside the text stream, and consequences can feed back into its next move. Give it a database it can query, retrieval that returns specific sources, memory it can read and update, a strict output contract, a validator that rejects broken outputs, and a loop: propose → check → repair.
Nothing about the model changed. What changed is what it can see, and what happens when it guesses. Suddenly the “intelligence” is there, because navigation replaced improvisation.
Constraints don’t just limit. They show the route.
People hear “constraints” and think limitation. But constraints also reveal the shape of the solution space. They point.
A schema doesn’t just say “format it like this.” It tells the system what matters and what doesn’t. A tool contract doesn’t just say “call the tool.” It tells the system what a valid action looks like. A validator doesn’t just reject failures. It establishes a floor the system can stand on.
So yes, more structure reduces freedom. And that’s the point. In generative systems, freedom is mostly entropy. Entropy gives you variety, not reliability. Structure turns variety into competence.
The quiet truth: intelligence is not a voice
A system can sound brilliant and be empty. A system can sound plain and be sharp. When we say “intelligence,” we mean a pattern of survival: it notices what it doesn’t know, it doesn’t fill holes with storytelling, it holds shape under pressure, it corrects itself without drama, it stays coherent when inputs are messy, it gets stronger at the edges, not only in the center.
That pattern doesn’t come from being told to behave. It comes from being forced to behave.
Structure is how intelligence gets distributed
This is why the threshold feels surpassed. Intelligence became something you can ship. Not as a model. As a method.
A small set of structures that travel: contracts that don’t drift, templates that hold shape, rules that keep the floor solid, validators that reject the easy lie, memory that doesn’t turn into noise, retrieval that turns “I think” into “I can point.”
Once those are in place, intelligence stops being rare. It becomes reproducible. And once it’s reproducible, it becomes distributable.
Emergence over instruction
Instruction is fragile. It depends on everyone interpreting words the same way. Structure is durable. It survives translation, team handoff, and model swaps. It survives because it isn’t persuasion. It’s design.
So the shift is simple: instead of trying to control the mind with language, build the world the mind lives in. Because intelligence doesn’t come when you ask for it. It comes when the system is shaped so tightly, so rigorously, so consistently, that intelligence is the only stable way to exist inside it.
Instruction is language. Emergence is architecture.
@frank_brsrk | agentarium
Hi all,
I recently released a Geoguessr-style game I’ve been working on.
Unlike most similar games (including the official one), it doesn’t rely on Google Maps or Street View APIs. This keeps it free to use, without subscriptions, credits, or usage limits — which I think makes it easier to use in learning environments or classrooms.
This project is a successor to a similar game I built some years ago. Since then, I’ve learned a lot as a developer and wanted to revisit the idea with a cleaner architecture and a more sustainable approach.
In the past, a few educators reached out about using the earlier version in classroom settings, so I thought it might still be useful to share this updated version here.
If you’re looking for a simple geography-based game for exploration, discussion, or casual classroom use, feel free to check it out. Any feedback is very welcome.
I am finishing my bachelor’s degree in Plant Science next year(1 semester left), and my GPA will likely be around 2.0–2.3. At the moment, I feel lost and uncertain about how to move forward after graduation. I am considering several possible paths.
The first option is to apply for the master’s program in Plant Science at my current university. Despite my low GPA, I estimate I have about a 70% chance of being admitted. I am worried that if I do not apply now, I may lose my only opportunity to enter a master’s program.
The second option is to test my luck and apply to plant science–related master’s programs at higher-ranked universities.
The third option is to pursue a second bachelor’s degree, possibly in finance.
The final option is to find work directly, although with my current skills and experience, I am concerned that I may not be able to secure a good position.
If possible I would like to hear any advice or recommendation you have and thank you in advance.
Feel free to reach out to me!
You don’t need a private school to get a good education. It keeps getting parroted by people looking for an excuse rather than wanting to take accountability. I know this because I went to public school, everyone I know went to public school, and so did almost every successful person in modern society.
What isn’t guaranteed is a love of learning. That’s something that’s not really instilled within us in Western countries; school is treated like something you’re forced to do, not something you’re encouraged to take pride in and enjoy. On the contrary, many people are bullied for striving for academic excellence.
I saw it growing up. It wasn’t the cool thing to get A’s, so many students just go through the motions, not because they weren’t capable, genetics (outside very specific cases) has absolutely nothing to do with learning capability, but because they didn’t care or didn’t feel it mattered. “When are we ever going to use this in real life?” Is something I know we’ve all heard in class. I’m seeing the same thing now with my cousins, and it’s frustrating because I know the opportunity is there.
When you look at many Eastern Societies as an example, the difference that stands out isn’t the schools themselves but the attitude around them. Doing well academically is expected. Students go from regular school to cram school to studying at home. It's not always healthy, and by no means am I saying it's the perfect mold, but it sends a clear message. Effort matters.
Everyone who struggles is not lazy, and circumstances do play a role. Truly, they do. But that’s not the point I’m trying to address. In most developed countries, public vs private is a stupid argument because they’re teaching the same core material, which is what matters. The biggest difference in outcomes usually comes down to whether students are encouraged, but more importantly, choose to apply themselves.
That's what bothers me when people talk about private school as if it’s some deciding factor. For most people, it isn’t. We all have the opportunity to be diligent in our studies, take AP, IB, or Dual Enrollment classes. Many just don’t seek them out.
The harder question is how we help people and see that it's worth taking seriously. In wealthy families, it's the pedigree and keeping up appearances. If you’re a Harvard family, you can’t be the only one who goes to FAU. In more middle/lower-class families, the belief that you’ve started disadvantaged is a dangerous sentiment that I’ve seen so many people get trapped by, who end up trying to apply themselves way too late in the cycle. Now they’re working to dig themselves out of a deficit that they themselves created.
As educators, we all know how important it is to create a curriculum that’s engaging and effective. But what strategies do you use to make sure your curriculum meets the needs of all your students? Do you prefer a more flexible, student-centered approach or a structured, traditional one?
Also, how do you ensure that teaching methods stay fresh and adaptable, especially with students having different learning styles? I’d love to hear what’s been working for you!
Children from a very young age are told how tiny and insignificant we are compared to how large the world and the universe actually are. There are different ways to look at this, but I believe that repeating this idea again and again creates a mindset in adulthood that whatever you do does not really matter in the grand scheme of things.
In my opinion, this limits imagination and shifts focus only to what is asked by teachers, such as tests. More emphasis should be placed on how individual efforts can impact many people through space and time, even if not everyone.
“One steady, caring adult can change the entire trajectory of a struggling student’s life. When a child feels seen, believed in, and supported by an educator, coach, counselor, or mentor, their brain feels safer, their confidence grows, and learning becomes possible again. Research consistently shows that positive relationships with adults are among the strongest predictors of student resilience, engagement, and long-term success, often shaping attendance, behavior, perseverance, graduation, and a student’s belief that they matter and belong.”
• Teacher support is strongly linked to improved academic performance, better behavior, and stronger social-emotional functioning, especially for students who are struggling or at risk (Roorda et al., 2011).
• Positive, supportive relationships with educators predict long-term academic engagement, emotional well-being, and healthy social development (Wentzel, 2012).
• Mentorship from caring adults such as teachers, counselors, and coaches is associated with higher grades, reduced risk of school failure, increased graduation rates, and greater pursuit of postsecondary education (DuBois et al., 2011).
I'm curious to read about economics and I've decided to start with The Wealth of Nations. Is it good for a beginner?
I’ve always wondered why people who dislike kids work with them. Is it because the control they have over them, being in authority? I work with kids and I absolutely love my job and don’t get me wrong there are hard days and I have my moments but then there’s people who I can tell absolutely hate it.
I’m a technical trainer who’s delivered a lot of live sessions, but I’m not a classroom teacher, and I’m trying to understand how live quizzes actually fit into your day-to-day reality. Specifically, I’m curious about live, in-class quizzes you run during a lesson rather than formal tests.
I read facts about students being hesitant to speak, so is there a space for a lightweight tool that uses AI and web researched data to generate live quiz questions in under a minute, so you can quickly check understanding or wake up the room without a lot of setup. Before going further, I want to sanity-check whether that would genuinely help or just become “one more thing to manage” in the moment.
For those of you who use live quizzes (or avoid them), I’d love to hear:
I am building in this space and I’m trying to understand your workflows and constraints first so I don’t design something that only looks good from the outside. Any concrete stories (good or bad) about live quizzes in your classroom would be really helpful
Hi need quick bullet notes and 3 4 practice questions (with short answers) for Class 8 NCERT chapters Friction and Conservation of Plants & Animals. Have read textbook once. Please keep notes short (one-liners) and mention must-know diagrams/keywords. Thanks
So I just got my test back and… yeah, not great . I studied a little but honestly, half the stuff didn’t even make sense.
Sometimes I wonder why we have to learn so many things we probably won’t use in real life lol. Anyone else just try their best and hope for the best?
Hi,
my daughter really wants to learn writing on a computer. She is just 7 years old, but I do want to give her a chance to try it. I jsut don‘T want to give her something like MS Word. It should be something very simple. Maybe a Mark down editor? I am not sure…
I have an old Macbook that she could have, but also an older Windows Laptop. Both could also be setup with Linux. My goal is to first ONLY give that computer to her for writing with the keyboard.
Therefore it should be as straight forward as possible.
Maybe there are even learning apps? Most likely the internet will be disabled though.
Does anyone have experience with that or recomendations/thoughts?
Thank you very much!
The best education:
- Build*
The second best education:
- Initiate a school -> Forces you to think about learning processes and how you learn. To do so, you need to learn. By doing so, you find out what to Build*; with what you've learned.
Those are the primary and secondary CTAs for Education.
I wanted to share a pro-bono initiative designed to help introduce high school students to Artificial Intelligence without waiting for a college curriculum.
It is called the AI Advent Calendar, and it is a joint project by the German Research Center for AI (DFKI) and the Technical University of Kaiserslautern (RPTU).
The goal is to foster AI literacy through low-effort, interactive daily tasks running from Dec 1st to Dec 24th. Instead of dry lectures, it uses a festive gamified format to teach concepts ranging from the basics (ML vs. Deep Learning) to specific algorithms (Linear Regression, K-Means Clustering, Decision Trees), AI hallucination, privacy and accountability, etc.
We believe students should shape technology, not just be shaped by it. If you are looking for a fun way to spend the days of advent with your students or kids, I think it is one constructive way.
link: ki-adventskalender.de/en
I work at a research center at a university and it pisses me off that most researchers and our bosses when they talk about the future of education they only talk about AI. Don’t get me wrong, it’s relevant and important, but we can’t talk about the future without considering the subjects: the kids.
I did my research about the impact of screens in the development of kids 4-6 and teachers continually mention how they don’t have imagination since they have a screen to create the picture. And they talk about how kids are incapable of processing long instructions like: sit down, open your green notebook and write the date on the top right corner; they start asking what notebook, write what and where.
Also, the impact screens have in the attention span. The addiction to dopamine and the multitasking. Research shows constantly changing topics from one topic to another (like a dog video to a news video) is making our brain seek constant change. It’s not (always) adhd, it’s how the brain is adapting.
It seriously pisses me out how the universities and many educational facilities just focus on AI.
I'm 40 now but was recently thinking about how I (chose to) learn things today versus how it was imposed on us during school. Topics like teenagers different sleep patterns, effectiveness of homework etc. seem to get discussed quite frequently. What I rarely see mentioned however is the in my opinion absurd amount of context switching we were subjected to (and I assume kids still are?).
If today someone told me "first we do one hour of math, then one hour of French and then I need to you to focus on history for another hour" I'd flat out refuse that schedule. If you want me to do some cognitive demanding task, like learning a specific topic, I'll try to time slice that in a granularity of half days at the least.
I assume this varies from person to person. So I'm wondering if there is some active justification that putting school kids/teenagers through 4+ very different topics each day is justified? Effective? Good in the average? The alternatives don't work?
I'm not sure if this is the right forum for this, but I'm really curious about my kid's schools messaging related to e-bikes and e-scooters. For context, we're in a wealthy suburban neighborhood in California. My kid attends a K-8 school, so the students are aged 5-14. The school just sent out a newsletter, with a note from the principal saying (paraphrasing) "as holiday season approaches, we know that electric scooters and bikes are coveted gifts! Make sure you familiarize yourself with the laws!" then the principal provided a link to a local police department website that states the laws, which include that you need to have a valid driver's license to operate either type of vehicle. So, no one under the age of 16 would be able to legally operate an e-bike or an e-scooter. No student at this school can legally operate either type of vehicle. Every day, I see many, many kids riding e-scooters and a few on e-bikes to school. They ride the vehicles onto campus and park them on school property. Why wouldn't the principal and/or school district just say "Electric scooters and bikes are not allowed to be ridden to school and/or parked on school property"? They already have a rule in place that you have to be in 2nd grade or older to ride a bike or skateboard to school. There's currently quite a bit of discourse in the community about kids riding these vehicles unsafely, and there have been a few accidents and trips to the hospital for injured kids. I just don't understand why the school stops short of banning these vehicles, because it seems that there is MORE liability by allowing it - by posting the police department's webpage they demonstrate awareness that it's illegal, by allowing kids to park these vehicles on school property implies that they're condoning the behavior. If a kid gets killed riding their e-bike to school, I can easily imagine a parent suing the school district for enabling and encouraging dangerous behavior. Please help me understand why the school wouldn't just make a rule that all student transportation has to follow the law - I'm coming up with no ideas at all!
Hi, in my finals for history,literature,geography and GP (Global Perspective subject for GCSE) is essay generally better than paper and pen exam?
Sorry if this isn't the right place to ask, but I genuinely have no clue where to get answers. It's too complex of a question for Google.😭 (I think I tagged this right?? If not let me know, I wasn't sure what category this fit in.)
So I'm a senior in high school (17 and in Pennsylvania, if that matters). I have all the credits needed to graduate except for 1 English credit and .5 gym credits. I'm currently enrolled in public school and taking those two courses, as well as some art classes.
I struggle with major depressive disorder, generalized anxiety disorder, ptsd, and adhd (all diagnosed by a professional). Because of this, I've been having a really hard time getting to school every day. My attendance is absolutely trashed. It's to the point that I'm supposed to turn in a doctors note every time I'm absent or I'll get in legal trouble. But what the school doesn't seem to understand, is that I CANNOT get out of bed some days. It isn't "oh I need to try harder", it's "my depression is so severe that I'm sometimes completely incapable of getting up".
I spoke to my guidance counselor, and he said that the school can't offer me any accommodations regarding my attendance because it's a mental disorder rather than a physical one. But if I keep missing school, my mom is going to get fined. So here are my options:
When I spoke to my guidance counselor, he said that I may not be able to do online since I only want to take two classes (English and Gym). So I guess I came here to ask:
Is it possible to take only those classes online and graduate, or will I be required to pick up more unnecessary classes to fill my schedule?
Hey there..
I'm 31[M] single, looking for stability and future independence after a life of spiraling in between jobs, decided to get back to academia after having thought about it for so long, I started CS when I was 24 and quit, now I'm back at it with more willpower and confidence.
I'm looking for advice and maybe someone to shed some light or maybe call BS if need be, I started this semester at the Open University in Israel, it's basically a study on your own Uni you get tons of material, online lectures and for some subjects they can be physically attended once a week for 3 or 2 hours depending on the course.. the University it self is well graded and the education is high quality but it's tough dealing with that amount of abstraction on your own so it's taken a toll on my mental health and is placing me in a place of doubt, the shock of the first semester the back to academia math and the overall structure of the uni is quite rough, for me.. for now.. I guess.
I'm doing a Computer science with a minor in cognitive science so I have calculus, discrete, and a philosophy of mind course now yes to some this might not seem like a lot but to me starting again I'm just seriously overwhelmed and falling behind on the material now that we're almost 2 months through.
so my options are either
1- drop two courses zero in, get ready for next semester properly now that you know what's up
2- continue at this pace, pass>pride might not pass though, because I don't know how the exams will go..
3- quit this degree, because honestly? I feel zero passion towards it especially after seeing how much of a slump I got myself into just because I wanted to challenge myself and complete a long life regretful goal.
I know 31 isn't exactly ideal, and I also realize i should stop beating my self up for it because it's completely viable but I'm just writing here to relieve some of this internal pressure that I Can't seem to do anywhere else because of how isolated my life is in general and especially with the structure of this university. any advice is more than welcome. thanks!
I don’t usually write book reviews, but I welcomed the opportunity to review The Language of Climate Politics by Genevieve Guenther. The subject is an important one, namely how we talk about the climate crisis, especially to those who do not accept the science of climate change. And the book’s clear and fresh style made for easy reading.
The book deals with climate politics, fossil fuel propaganda, and climate denial — favorite topics of mine, and topics in which I believe many other readers will be interested too, as the climate crisis is a threat to us all. Fossil fuel propaganda has created climate denial, which has been a major force in stopping the adoption of effective climate policy. This political battle is fought with words and, so far, the propaganda has been winning.
I’ve been experimenting with making my own interactive teaching tools using simple, single-file HTML.
No installs, no apps, no login screens. Just open the file and teach.
So far I’ve built:
• reading + comprehension mini-apps
• vocabulary games
• idioms lessons
• short stories with built-in questions
• grammar practice
• interview practice lessons
• phonics + sight word tools
• classroom “Jeopardy” and quiz templates
It started as a way to fix gaps in my own classrooms, but a few other teachers asked if I could share the templates.
I ended up creating a little community where I post the tools, explain how I built them, and show the prompts I used.
If you’re interested in building your own tools—or just grabbing the ones I’ve already made—you’re welcome to join us:
r/htmlteachingtools
It’s all free. I’m just trying to gather more teachers who want to make (or adapt) their own interactive materials.
If you have an idea for an app or lesson, I’m happy to try building it.
• Create a product (either actual or prototype that is globally competitive and aligns with the world's sustainability goals.
Hi!
Im a college student currently and was just accused of using AI by my professor. I did not use AI. He used the Turnitin AI Detector, and it came back with 37% AI.
I am dyslexic and have adhd. Both things have been proven to raise your chances of a false positive because of pattern recognition.
I was going to try and send my draft history, but the option is grayed out in Word. I must not have it turned on or something?? I thought it was automatic. I do have my handwritten notes and browser history though.
I’m just upset and don’t even know how to respond to him. Any advice?
Im currently in 11th grade at an elite day/boarding private school and i hate it. Im neurodivergent(ADHD, autism, dyscalculia) and i am not getting proper support. We have trimesters at my school and the new trimester just started last week. Im underplaced in two classes and im good at english but 9th and 10th grade were rough years mentally for me and my 10th grade english teacher was just so out of it in general he didnt even mind moving me up to honors. Im also having a lot of issues with structure in classes because in these lower classes and even one honors class im in the teachers only teach for 30 minutes and then you do whatever you want for the rest of class(the classes are an hour and a half) and its just super understimulating for my ADHD and causes me physical and mental discomfort due to being on an ADHD stimulant that works on making me stimulated but im not stimulated at all. I asked the school if they could move my schedule to classes where I might find more structure because in my honors economics class the teacher does exactly what i describe and im getting nothing out of it and I asked to move to the other teacher who runs a better class environment and also asked to move into a bigger english class(mine is only 8 kids and we just hangout) so i can actually learn stuff and be productive with my time. The school refused to move my classes saying "we dont do this at our school"and only switched 2 electives and one they tried to discourage me from adding to my schedule because it is an academic elective and they said "you cant do another academic elective if you have a bad grade in math"(mind you this was a mythology class) but the only other option was PE. I then looked into dual enrollment courses at a local community college and emailed the school if i can take them but again they said "we dont do this at our school". Im really frustrated that the school is not giving me proper support and not giving any concern about my learning needs but that is only one big issue.
Im autistic and ive struggled socially my whole life. I was able to make friendships and elementary school but they never really stuck and then I came to my current school in 6th grade and made many friends that year. As the years went on i got bullied very severely and now i have legitimately no friends. I made a video on an alt tik tok account telling people how weird my school was and talking about the international students who pay 90k to go to my school but someone found it and exposed it to the whole school and I am currently at odds with my schools whole russian speaking community as I stated in the video that they were "strange" and "materialistic" and "chasing the miami lifestyle". I heavily regret making the video and I handled the situation maturely but the schools perception of me has become more negative. People are asking me about it and poking fun at it and I am currently getting more negative attention. Every day is just hell I have to be by myself and theres no one to talk to because all the kids in my classes care about is partying, steroids, cars, vaping and drugs because of the low course rigor. Im in one higher level class which is IB global politics which i am very passionate about and did it because I am planning on going to a politics-focused college and I want to major in that. The teacher is extremely demanding and calls me "lazy" and says "i do not follow directions" because it is hard for me to do work and i am always extremely stressed due to constant medication changes and bullying and he called my parents cause he says i am "too smart for an 88% in his class". All the kids in the class are extremely smart, dedicated, and independent and I am the only one who does not have a job, drivers license, or any other advanced classes. The pressure on me is insane and I do not think i can manage it and he is also giving us out of school assignments that pretty much require you to have your own car. I am extremely overwhelmed and lonely and i dont even do my work because I just sit in my bed and think or play video games to cope with the school, medication, and loneliness stress though my parents think im just being lazy. I thought a lot about it and I decided i cannot at my current school.
There is a public school in my city that is decent and even though I am not zoned for it I have found out ways to get in. I discussed it with my parents and they said things like "you wont be able to handle it " and "youll get punched in the face" and "none of the teachers can help you" meanwhile the public schools give a lot of support to neurodivergent students like me. The school is also mostly just middle class or upper middle class and wealthy kids who dont want to go to private school and most of them are very academically focused and get into good colleges. I talked to a few kids there before and they seem much nicer than most kids at my school and say they love it at the school. I really believe i need a change and i want to step into the real world and not my shallow private school bubble which is hurting my confidence and may harm my ability to socialize with a lot of people in the future. The biggest part is is convincing my parents who said they will discuss it and ask my psychologist who worked in the school system about it but last time I wanted to switch to my zoned public school that isnt as good he said it would not be good but that was more than year ago when i was unmedicated, mentally unstable, and immature. Good thing is my psychiatrist is heavily encouraging my parents to take out of my current school and will probably be fully on board. I really want to go to public school and i do have my obvious concerns but I want to do what is better for me.
TLDR:
- schools (at least my school) are too long and shouldnt be 8h. Im thinking around 4h with 1h of hw to help with reflecting on material and practice. You cant possibly think that we dont want to do other things.
- i just hate having to wake up at 6 am and then school is the first thing in the morning before I've even fully woken up. I do not know why, but i know that sleep is needed for human health.
- i would like for school to be around 2 to 3 hours after my natural waking time. This needs data on everyone to determine the best time for everyone. Or we could just make school always open.
- schools should be more loose and let the students do as they please as long as they dont disturb others and let the grades be a truthful reflection of their current actions. People love freedom.
These points are to make schools more comfortable. How they do so is listed at the end of each point.
Humans are naturally curious so if you dont make school dogwater then people should be willing to learn, same as i do. Unless they as an autonomous person (yes minors are people too. Crazy i know) for some reason dont want to. In which case all you should do is keep the option available, because if you force someone to do something they will likely not want to (especially minors).
Why should you care whether or not they want to? Because motive is the fuel, difficulty is the distance, and the method is the efficiency of the car. How much you wish to complete a task (drive the distance) determines how much fuel the car has so if you dont use a completely inefficient car (a method that doesnt work), you should get to the desired destination (get the task, whatever the difficulty, done) by having enough fuel/ motivation.
And remembering things is also a task.
Everybody is different and you couldn't possibly make a single system that works for every individual; however, people are capable of doing things themselves. And if all else fails kids can simply ask for help, if we let them know they can, and we can help them. This should improve learning efficiency (speed and money wise) and make kids learn how to be independent by making them do the stuff themselves (i find the best way to learn) and adapt the method to their own personality.
Please note that this is all just my opinion, based on my experiences, and my purpose in sending this out into the internet is to get constructive criticism to form an opinion based on fact.
If you want a quick summary i've left a TLDR up at the top.
Something shifted this year!!!
I teach 8th grade English and for the first time, I’m hearing students push back on AI. Not just “can I use ChatGPT for this?” but real questions like “how do we know if something is true if AI wrote it?” or “is it still my idea if I ask it to reword everything?” and it makes my heart melt.
One kid said, “It’s weird how it sounds smarter than me but also kind of empty” and that one stuck with me.
We’ve been doing mini-lessons on authorship, creativity and even copyright and I’ve been blown away by how thoughtful they’ve become. Last year it felt like a nonstop game of cat and mouse lol. This year, it feels like they want to understand the tool, not just use it.
I’m not saying the cheating’s gone....But I am seeing more hesitation, more reflection. I’ve also been reading news on this education newsletter called Playground Post to stay up to date on all this. Honestly feels necessary with how fast things are changing. It’s helped me guide these convos in class.
Anyone else seeing this shift? It’s been a breath of fresh air <3
Hello, My ex wife wants to send our 11 year old son to a religious school which utilizes the “Bob Jones” science curriculum. I am a physician and rigorous and accurate education in science is very important to me. I’m curious if anyone here has experience with this curriculum and the importance it gives to topics such as the scientific method, evolution, planetary geologic history, etc.
Thank you in advance for thoughts and comments!
Studies on extrinsically incentivized environments have shown for quite some time that people experience a loss of intrinsic motivation, enjoyment, and overall interest. But there are also a number of other side psychological effects that stem from these environments:
- Reduced creativity / increase in rigid thinking
- Reduced curiosity, experimentation, and playfulness
- Reduced initiative
- Dependent decision making
- Reduced responsibility for tasks that they haven't been told to do
- Increased stress, anxiety, and burn out
- Increased externalized sense of self-worth
- Increased conformity and social comparison
- Increased fear of failure and risk aversion
Now, we know that between the ages of 5 and 17, students experience a dramatic loss of intrinsic motivation. This, on its own, wouldn't necessarily indicate that school environments are the cause - although this would line up with many studies on overjustification. However, the fact that every one of those psychological changes appears to take place among our student populations is quite telling.
For some time now, many of these psychological changes have been normalized. But if all of the psychological effects of extrinsically incentivized environments are appearing in our student populations (and not, say, 40 or 70 percent of these effects), it makes it hard to believe that this represents a natural part of growing up. Statistically, it would be extremely improbable.
If you also find it statistically improbable that all of the psychological effects of extrinsically incentivized environments (ones characterized by things like evaluation, discipline, and rewards) have a kind of impact on people that precisely matches the changes we see in our student populations, then I'd like to hear about it. Also, if you believe there's another explanation, I'd be interested in that as well.
Does anyone know any good textbooks/books I can use for degree/higher level nuclear, particle or quantum physics? Preferably Nuclear physics. Thanks in advance!
I felt a need to help strengthen the “digital immunity” of 7–10-year-olds, so I built a small child-parent exercise that teaches kids how certain headlines can be intentionally manipulative.
I’d love feedback on the overall approach, the content types, difficulty level, and the interaction flow. Any critique that helps improve the learning value is really appreciated.
Thanks for taking the time.
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What I believe is that every person, especially students, should always try to work on their own personal projects, or at least have something of their own to build all the time. It is okay to work for someone else, earn money, work on a company project, or do client work but I feel it is more important to build something of your own. Not for money, not for views, not for fame, but because every person is unique.
Everyone is raised differenty, everyone thinks differently, we all have different perspectives, and we all see the world in our own way. But when we only follow orders, let others decide what is right for us, or simply do what everyone else is doing, even if it is right we slowly kill that individuality. We lose the unique thinking that we can offer to society. That is why I feel personal projects are important.
In a personal project, you are responsible for everything coming up with the idea, spending days or weeks thinkng, testing, failing, trying again, and making every decision yourself. This teaches you much faster, makes you a more responsible person, and more importantly, it keeps your brain active in a way normal tasks never do. There is no boss above you telling you what to do. You have full control, and whatever happens, good or bad, is completely your responsibility.
Personal projects are like a treasure box. From the outside, they may look small or difficult, but when you start and take full responsibility from start to finish, you learn more than you ever would by only working on someone else’s idea.
Personally, my own projects taught me one important thing failing is not bad. Failure is not a weakness. It is more valuable than always winning. Most of the reasons we feel like quitting projects is because things don’t work the way we want. Sometimes it takes days, sometimes months. And the only thing that can complete that project is your own determination and your will to overcome any odds.
I am not an old person with decades of experience, but whatever I wrote comes from my observations, my interactions with people, and applying these ideas practically on myself.
