I'm looking for a program to study Liberal arts while being a full-time engineer and not paying a lot of money. I want to earn some sort of degree but my main point is really learning, so if anything comes to your mind please recommend, thank you!
Hey everyone!
I’m helping organize a hands-on STEM activity day for a group of low-income children in rural Rwanda. We’ll have about an afternoon to complete a project together, and I’m looking for simple, engaging ideas that can be done as a group with limited materials (think local supplies, buckets, bottles, tubing, etc.).
Ideally, I’d love something related to water — for example, teaching about filtration, flow, or clean water access — but I’m open to all creative STEM ideas that can spark curiosity and teamwork.
The kids are around middle-school age, and we’ll have a mix of local volunteers helping out.
If you’ve done similar community STEM projects or have ideas that connect science and sustainability in an accessible way, I’d love to hear them!
Thanks in advance — this will go a long way toward inspiring the next generation of problem-solvers here.
It is kinda of too late for me as I am already 22 but I got my transcripts to see my credits and I'm at 19.50 What do you guys recommend ? I'm not sure if this is the right place to ask.
I(17 turning 18 in less than 2 months) have been homeschooled my entire life but starting at 15 years old I started barely doing my schoolwork and exerting no effort. by the time i was 16 I completely stopped all schoolwork and my mother(the person teaching me) gave up on trying to get me to do any thing. I kept telling myself that I would eventually just catch up and I was just taking a break but now I'm almost 18 and feel a deep sense of dread. I don't know how I'll get a job and cramming for a GED or HISET seems incredibly stressful and I don't even know where I'd start to learn what i need to. on top of that I've started to talk to some people who are in college and I've been getting really interested in other languages, literature, religions, and history but I yet again have no idea where to start. I asked my mother to try to help me but she's said I've passed up my chance to receive help and am on my own which may seem like a bitchy thing to do but she is actively educating 3 other children and runs a business so I completely understand because she warned me this would happen when I first started refusing schoolwork. I know that I did this to myself and honestly this is more of a vent than a cry for help but if anyone here has any advice or something I'd really appreciate that.
sorry if this is all incoherent or just not what this sub was made for
Every teacher I talk to says the same thing:
Right now, every learning platform (Zearn, Lexia, Newsela, DreamBox, etc.) collects valuable student data — but it’s trapped inside ten different dashboards.
Clever helped schools solve the rostering problem. What we need now is something that solves the understanding problem.
I recently wrote about what that could look like: an AI Learning Hub that securely pulls data from every program a student uses, analyzes it, and maps it to standards mastery in real time.
Instead of teachers spending hours trying to reconcile ten dashboards, imagine one system that:
It’s like taking Clever’s infrastructure and adding reasoning and recommendation on top.
The goal isn’t to replace teachers — it’s to give them insight instead of noise.
Curious what others think:
Would love to hear perspectives from educators, data scientists, and parents alike.
(Full article here, if interested: https://www.linkedin.com/pulse/beyond-clever-building-ai-learning-hub-connects-what-students-ot1bc/)
As video-based instruction becomes more common, I worry not all students benefit equally. For learners who struggle with note-taking, English proficiency, attention, or processing speed, “just watch this video” can unintentionally widen gaps.
I ran a small experiment: converting auto-captions into brief AI-generated key-point summaries. It wasn’t meant to replace teaching. Just give students a quicker way to review or catch up.
The early takeaway: teachers saved prep time, and students who often fall behind felt more confident engaging with the lesson.
I’m curious how others view this:
• Is AI-assisted scaffolding a reasonable step toward more accessible learning?
• How do we balance support with promoting independent skills?
• What guardrails would you want in place before using these tools widely in schools?
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How do you guys navigate throgh your academics and ensure you ace them?
Hey Everyone! A test proctor job opened up in my city. Has anyone here been a test proctor before. If so how was it?
I'm in grad school and doing a research project about how teachers find and adopt new tools. Who do you listen to?
Word-of-mouth?
WWC?
LinkedIn?
Reddit?
EdWeek?
Other?
How do you learn about new tools, and what makes you want to try them?
Also, it would be super helpful if you could let me know the grade(s) you work with!
Most of last year, my daughter (now 13 years old, 8th grade) was the target of cruel pregnancy and abortion rumors at school. The stress and isolation caused her to shut down emotionally, she stopped talking to her therapist (pre existing anxiety ADHD, depresion with IEP), stopped opening up to us, and began refusing to go to school. She only started telling us the real reasons why in April/May. We knew of the issue early on, she mentioned the principal actually made an announcement over the PA system about the rumors, which seemed to make things worse, this was when the rumors went from pregnancy to abortion. Advised that we did seek an eval with her pediatrician who also was concerned attebing school made things worse. We were in frequent contact between the school counselor and assistant principal.
Over the summer, we worked with a county school attendance program and she was feeling positive about a fresh start. But the harassment picked right back up day one, kids making comments, even putting hands on her belly. Despite several attempts, it took three tries working through the outside support agency just to get the school to meet with us. The principal’s only solution was to give “stern talks,” saying the kids would just keep doing it anyway. The county attendance reps were also upset at the lack of a plan from the school, as e advised my daughter was not comfortbale coming to him because of his dismissive attitude towards her in the past. While meeting with students oveer an issue, he once said in front of these students that he was tired of emails from parents about bullying when thats not what was going on.
Later, when we suggested virtual classes for her, the district said she’d still have to come in for special services and didn’t address the harassment as the cause. I later followed uo giving formal notice about Title IX violations, and still seeing no real school action, we hired a lawyer. Suddenly, the school offered private placement during the first call between counsel, but my daughter is adamant she doesn’t want to lose the few safe anchors she has—her few good friends, beloved teachers, and especially her music class. Most private schools around here aren’t a great fit, I'm afraid she wont meet their academic standards, and she’s afraid new environments and leaders won’t be any better, especially given how dismissive the current staff have been.
She’s caught in a cycle—unsafe at school, anxious about starting over somewhere else, and refusing therapy or support. I’m at a loss for how to help her break out of this pattern and rebuild trust and stability. My lawyer can only advise on legal matters, and she refuses therapy, she wont open up. This is such a heart breaking moment, and i feel so lost.
most people say “learn faster.” but scott young (author of ultralearning) says: learn deeper.
“if you can master the personal tools to learn new skills quickly and effectively, you can compete more successfully in this new environment.”
that line stuck with me. because honestly, what’s the point of collecting 100 online courses if nothing sticks? this book basically teaches you how to build your own MIT - at home, on your laptop, through pure focus + system.
🧭 1.metalearning - make a damn map before you start
don’t just jump into a random playlist or course.
ask: why am i learning this? what concepts / facts / procedures do i actually need? how do experts master it?
“metalearning forms the map, showing you how to get to your destination without getting lost.”
take 10% of your total project time just researching how to learn that skill. that 10% saves months later.
🎯 2. focus - train your attention like a muscle
most people aren’t lazy. they’re just scattered. scott says ultralearners fight 3 monsters: procrastination, distraction, and boredom. his trick:
25min deep work + 5min break
remove all friction (phone, clutter, noise)
promise yourself “just 10 minutes” - it works stupidly well
“a clear, calm mind is best for focusing on almost all learning problems.”
focus is a superpower. everything else builds on it.
🧪 3. directness - learn by doing the real thing
this one hit me. if you wanna learn design ,then design something. don’t read about it. do it.
“the easiest way to learn is to simply spend a lot of time doing the thing you want to become good at.”
write code, cook dishes, record videos, speak the language. if you can’t do it yet, simulate it. stop hiding behind “prep work.”
⚙️ 4. drill - attack your weakest point
find the bottleneck slowing you down and kill it. not everything - just that one weak link.
“drilling problems without context is mind-numbing. but once you’ve identified the bottleneck, the drill becomes purposeful.”
example: benjamin franklin rewrote magazine essays from memory just to fix his logic and structure. that’s the kind of brutal practice most people skip.
🧠 5. retrieval - test yourself instead of rereading
this one’s science-backed: memory grows stronger when you struggle to recall. close your notes. write down what you remember. check what you missed.
“retrieval works to enhance future learning, even when there’s nothing to retrieve yet.”
it feels hard because it is hard - but that’s why it works. easy studying = fake progress.
🥊 6. feedback - don’t dodge the punches
“everybody has a plan until they get punched in the mouth.” - mike tyson
feedback hurts. but it’s the fastest teacher. the trick is to see it as data, not judgment. there’s 3 kinds:
outcome (pass/fail)
informational (what’s wrong)
corrective (how to fix it)
“ultralearning isn’t about maximizing feedback, but extracting the signal from the noise.”
if you’re not getting punched, you’re not learning.
🧩 7. retention - stop the leakages
our brains are basically leaky buckets. the trick is patching them. use spaced repetition, overlearning, and mnemonics.
“many memories aren’t actually forgotten, just inaccessible.”
study less but review smarter. 1 hour over 10 days beats 10 hours in one go.
🔮 8. intuition - understand deeply, not just memorize
true mastery starts when you stop copying and start seeing. use the feynman technique:
that’s how knowledge turns into intuition.
🌍 9. experimentation - go past your comfort zone
“as mastery becomes a process of unlearning, experimentation becomes synonymous with learning.”
this one made me rethink everything. every expert you admire eventually ran out of teachers. they had to experiment.
try weird stuff. mix skills. add constraints. that’s how van gogh developed his style. that’s how scott built his MIT challenge. copy first, then create.
💡 the ultralearner mindset
“you’re the one in charge, and you’re the one who’s ultimately responsible for the results you generate.”
no one’s coming to teach you. no course, no degree, no guru. you build your own curriculum. you test, fail, adjust, repeat.
that’s what ultralearning really means - ownership.
pulled these from my own notes on ultralearning by scott h. young. i’ve been making 200 visual summaries of books like this (sharing them free for fellow learners❤️). link’s in my bio if you wanna explore.
I am curious what’s the hardest part of your ultralearning project right now? focus? feedback? staying consistent?
Teachers who were in the trenches prior to and subsequent to No Child Left Behind (NCLB)
I'm studying the changes in education practice and leadership during the education accountability era, and NCLB (2002) was a seismic event.
If you were teaching in a classroom or serving in school administration during that critical period, I'd be interested to hear your recollections:
What resonates with you most about the debates and discussions leading up to the passage of NCLB? What were the hopes, fears, or dominant narratives?
What were the most concrete, measurable changes that you saw in your classroom or school culture after the passage of NCLB? (e.g., curriculum, testing, collaboration, student/teacher morale, administrative burden).
Comment below or send me a DM. Thank you!
Lately I’ve been thinking about how school feels less about learning and more about obedience. You’re told when to talk, what to memorize, and punished for not fitting in. It kills curiosity instead of building it.
I actually enjoy learning, just not like this. The system feels built for factories, not real life. And people still act like good grades = guaranteed success. If you question it, they say you’re “ruining your future” — but all you’re really doing is refusing to play a broken game.
Anyone else feel the same way about how outdated school is?
Even time bends — minutely, but measurably — depending on where you stand. ⏳🏙️
How does gravity shape the passage of time, and what could it mean for our everyday lives? 👇
https://viraltrove.com/signup/
#ViralTrove #health #wellness #discovery #lifestyle #fitness
On one hand, it’s helpful in that it’s structured more and also tells me what’s on the exam. On the other hand, last time I went two-three weeks ago, I lost focus 10 minutes in. I was more depressed then than now so I guess things could change… but that time could be used to do homework and self study too.
Our English teacher did something interesting yesterday. She showed us ten essays without telling us which were AI and which were student written. We had to guess.
Some were obvious. AI ones had perfect grammar but said nothing interesting. Just generic points anyone could make. No personality.
But some were tricky. Really polished student essays looked kind of AI-ish. Some AI essays with intentional errors looked human.
Then she revealed the answers and we discussed what made them different. Main thing was student essays had specific examples from their actual lives, unique perspectives, personal voice. AI essays were technically correct but soulless.
She also showed us how detection tools work and what they're actually measuring. Helped us understand why our genuine work might sometimes flag if we over edit or write too formally.
Best part was she wasn't trying to scare us or catch cheaters. Just teaching us to recognize authentic writing versus artificial. Also helping us understand how to write in our own voice.
Way better approach than just threatening to check our work.
As someone who grew up in America and graduated high school in the 2000s it's kind of offensive to me how the terms 'education' and 'schools' are interchangeably used. There is no real education and schools are essentially filtration centers for the social classes of America. I cannot speak on other countries or societies, but the US no problem 😉
I have no experience in this stuff but I volunteered so I can get points for my grades and stuff and get to meet new people. Its a big responsibility and I've got much to learn. What stuff do I need to know with this role?
I am looking to take an eqf 8 qualification of any kind and that is fully online since I work full-time, and also if it does not cost like a kidney it would be better
I started a full time at taco bell because I'm taking a gap year for some relaxation and I'm still young and I finished highschool a year early so not that big of a problem, but last week I met the rest of my crew and we discussed etc and I was shocked to find out they had worked at taco bell or fast food restaurants for a few years with the most doing 4 years and they almost 90 percent of them had a bachelors degree, and the manager had a business masters degree and worked as a taco bell manager for 7 whole years.
Hi everyone! I need some guidance on what I should study at the university. I am from Hungary and I want to take a higher education.
What: So I'm extremely talented in maths and coding, but I have no problem with any other subject neither. I find most of them interesting, but I am significantly better in topics which are logical or interpretive. My only limitation is that I am not good at mugging up big chunks of information which lacks logic. Meaning for example that I am great in History, but not in author's biography. I would like to help people and work with people most preferably youth. I like organizing stuff and find statistics interesting. I cannot work with blood or vomit. I have good language skills and learn languages easily.
Where: I'm only thinking about Europe. I need a city/country where I can be self-sustaining. I can take courses in English, Hungarian, or Norwegian.
I know there are lots of information here, but I need to choose soon and I'm really unsure. Please help with any insights you have 😭🙏
I joined my current school in 5th grade. My class teacher at that time let’s call her AS used to gossip a lot about students. I’ll admit, I made a few mistakes here and there, but instead of guiding me or explaining what I did wrong, she spread stories about me to other teachers. Small things were exaggerated and turned into serious issues, and over time I got a reputation as the “problem student.”
I had a friend (let’s call him AB) who I used to talk to a lot. He would repeat everything I said to his mom, and his mom ended up complaining to the teacher that I was a bad influence. From there, AS started telling people that anyone who talked to me would get lower grades or be “spoiled". She even told the supervisor about me, which made things worse.
In 7th grade, I finally had a new teacher who didn’t believe those rumors and treated me fairly, which made things a lot better. But now I’m in 8th grade, and AS still hasn’t let go of the past. She told my old friend’s parents again that I’m the reason he’s doing poorly in school, even though we rarely talk anymore.
Because of that, most teachers look at me with suspicion. If I say even one sentence to someone in class, they assume I’m distracting everyone. I’ve been made to sit in a corner, away from everyone else, and it’s honestly tough because I’m naturally extroverted and I enjoy talking and learning with others.
There was even a moment when another student complained about being made fun of, and the teacher immediately looked at me, assuming I must have encouraged it. I’m not perfect I joke around sometimes but I’ve also been kind to that same student many times.
What’s frustrating is that no one seems to notice the changes I’ve made. I’ve tried to do better, to focus on my work, to stay respectful. But people still see me as the person I supposedly was years ago.
I don’t really know what to do at this point. I just want to move forward and be treated like everyone else not as someone who’s constantly under suspicion for things I didn’t do.
I was looking at one of my friend’s high school’s website, and the first thing I saw was a very clearly AI generated image of the school mascot, a bear.
I graduated last May, so I have lived through and seen how AI changes things, especially in an educational context. AI generated images cause so much harm to so many people, and they don’t belong anywhere, but especially not in a school environment.
I guarantee these teachers and administrators wouldn’t want a student submitting an AI generated image for a project, so why are they using them all over their website???
This may seem trivial to some people but it is a really important issue to me, so that’s why I came here.
I would like to email whoever would be in charge of or have a part in managing the website.
Do I think that my email will make them stop using AI, no probably not, but maybe it will help them see how ignorant they are to the harm it causes.
However, I have no idea who that person/people would be. Does anyone know who is usually in charge of things like this?
I'm a Class 12 Commerce student without Math, and I’ve recently realized that I’m not very sure about what options I have for higher studies. What are the possible courses I can pursue after 12th Commerce (without Math), and what kinds of career paths or jobs do those usually lead to? For example, doing business after a BBA.
Im in healthcare hr potentially looking to switch to school district hr director position. Is an hr director of a school district a punching bag for parents? Is the role highly visible to parents or is their responsibility more teachers? Want to understand the responsibility and dynamic before I pursue...I originally turned down a 1st round interview because of the pay and then my friend told me they have amazing benefits that would make the career change worth it. Im trying to determine before I reach back out to see if they would reconsider interviewing my from changing my mind if its going to be an ideal role or shit job.
I pretty much just finished what would be a highschool level education at a school focused on business and accounting. The only issue is that I feel like I know nothing and I have no real Idea of what I should study at Uni. A huge issue is that I really have no deeper knowledge about the things that I'm considering. I'm basically going off of what sounds cool and what I find interesting on a surface level.
E.g. I like space and watch some VSauce or Veritasium sometimes, but that's about all the reasons I have for considering studying physics.
Or the fact that I like to watch Linus Tech tips and I'm a bit nerdy about Computers, so I might want to do something in that direction.
Or that I like military aviation and War thunder so maybe I could do aerospace engineering.
The issue is that I know that these are terrible reasons to get into any of this, and I honestly don't know if that's really something that interests me so much that I would want to spend my whole life doing it.
So how should I know what I should choose? Because I feel totally clueless.
I (UK 18) did well in geography A Level and although that's what I've applied for (I've taken a gap year I'm in right now to think more) I dint care about the subject. What most excited me in college was going home and watching YouTube. I like to draw but I don't want to do that for a career as I'm worried ill get sick of it. I do want to go to uni for the social experience,
I already feel like I missed out on a lot in secondary school and college. I'm not gonna be excited about anything anyway. I live in a small town so I can't try volunteering and all the apprenticeships around here look dull.
Should I just go to uni doing geog?? I've never been passionate in any school subject despite doing good in my classes, especially GCSE. It feels like everyone else has a passion but me. Also like... I think my parents are expecting me to go now
Even after documentation has been submitted proving the discussion was not generated by AI, after emailing the accusing professor and dean (receiving no response), and consulting with the office of student affairs. This accusation resulted in 2 sanctions (A 0 on an assignment that it took nearly an hour to complete, and a request to write a paper discussing what I've learned about using AI). I dropped from the University after these false findings and am now left with the bill for a class I didn't take to its entirety.
Hello everyone! I am a college student doing research on education, specifically identifying problems and posing solutions to the question: How might we help younger students transition smoothly into a new school or grade?
Any opinion from a teacher, student, or parent is welcome and helpful. This information will be used for a project so you won’t be directly quoted – I am just looking for general themes and patterns. Here are more questions to prompt any ideas you all may have:
Thank you so much!!! I appreciate any information you all may share with me.
To start, I’m a recent graduate of Tiffin University, and I’m writing this because what I experienced there needs to be public. What happened to me this last spring should alarm anyone who believes in fairness, disability rights, or accountability in higher education. This is about how a university systematically retaliated against me after I requested disability accommodations, silenced me when I spoke up, and then tried to cover it up with lies, manipulation, and delayed “resolutions.” Out of respect for privacy, I’ll only be referring to university officials by their title and initials.
A - The Internship that started it all.
• In Spring 2025, I was enrolled in SCS470, my senior internship course. I had already completed over 50 verified hours at my placement site and was making progress toward the final requirement. At the end of February, I began requesting disability accommodations and raised concerns about how my internship was being handled, and the tone from the university changed completely. Emails stopped being answered promptly, staff who had been previously supportive became hesitant to engage. Administrators who had once been cooperative grew distant and defensive.
• Then, without warning, I received notice that my internship was terminated on March 17, 2025. No meeting, no hearing, and no written explanation beyond vague references to “program decisions.” I was never given a chance to defend myself or even understand the accusation. This was a direct violation of Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA), both of which guarantee due process and protection from retaliation for disabled students.
B - The Administration’s Misinformation and Retaliation
• The dean of my program, L.E., sent out a mass email claiming I had never been officially enrolled in my internship and that there were “concerns” about my professionalism. That wasn’t true, my application had been submitted with staff assistance, I had completed over 50 hours on site, and no one ever issued a formal warning or documented any misconduct. That same message was copied to multiple people, including staff at my placement site, spreading unverified claims about me to outside parties without my consent.
• On April 1, I was scheduled to meet with the Dean of Students, D.P. When I arrived, he told me he’d be walking me over to meet with the Vice Provost, P.P., instead. I didn’t know that was going to happen until the moment he said it. For context, P.P. is a former Secret Service agent who spent 23 years there and also worked as a special agent for the ATF. Knowing that made the meeting even more intense, he carried himself with a lot of authority. For my own protection, I decided to record the meeting, which is legal in Ohio since it’s a one-party consent state. During the conversation, Vice Provost P.P. admitted that the situation in his words was a “three-way f-up.” He acknowledged that mistakes had been made by multiple people in the administration but then told me there was no formal process to appeal or correct any of it. He downplayed everything, said there wasn’t much that could be done, and basically tried to convince me to move on. To end the meeting, I told him that I would like him and the Provost to reconsider their decision on the summer class and then I thanked him for his time and left his office.
• After that meeting, I thought the situation was settled exactly as we’d talked about, that I’d take time to review the proposal before deciding. A few hours later, I received an email from the Provost saying that the Vice Provost had informed him I had already agreed to the terms. That wasn’t true, I had never agreed to anything. I immediately replied to correct the record and explain that I hadn’t accepted those conditions, but my response was ignored. From that point forward, the administration acted as if my consent had been given, even though it hadn’t. It was another example of how they rewrote the facts to protect themselves. Around this same time, I learned that the university had also lost my 504 disability documentation, the paperwork that officially outlined my approved accommodations. I had submitted it months earlier, and those accommodations had been in place and recognized. When I asked why they were missing, no one could give me an answer. Losing those records meant my legal protections were essentially erased in the middle of the semester. It wasn’t an accident, it fit the same pattern of avoidance and retaliation that had been happening since I first spoke up.
• On April 7, I met with D.P. again and set a clear deadline: 4:00 p.m. on April 9. I said that if there wasn’t a fair resolution by then, I’d go public. On April 9, the university sent me two different meeting invitations—one from D.P. for 3:00 and another from the provost’s assistant for 3:30. I went to the 3:00 meeting, which turned out to be the right one. When I sat down with the provost, he immediately told me that recording wasn’t allowed because of “university policy.” I knew Ohio is a one-party consent state, but I followed his instruction and put my phone on the table. That meeting felt more like control than resolution. They sent their final “resolution” email at 4:45 p.m.—forty-five minutes after my deadline. It said that I’d be enrolled in SCS470 for the spring, that my internship hours would count, and that I’d have to write a 10-page paper in place of the internship. The provost himself would be the instructor of record, the one assigning the rubric, grading the paper, and entering the final grade. It was clear they wanted to close the loop internally instead of holding anyone accountable.
• When I reviewed the written resolution, I noticed something that stood out—the provost had forgotten to include a nondisclosure agreement. That meant I was under no obligation to stay silent. It confirmed how rushed and poorly handled the entire process was. They weren’t protecting me as a student; they were protecting themselves as an institution. I turned in the 10 page paper on April 21, and then I submitted multiple FERPA requests on April 22 and a clarification on April 24 which asked for access to all internal communications, notes, and records related to my internship, accommodations, and academic standing. When I received an initial set of documents in response, one thing immediately stood out, my original internship application was included in the files. This was the same document they had publicly claimed was never received. It proved they’d been lying all along and that their justification for terminating my internship was false. I knew at this point that they were actively trying to sweep the situation under the rug and I wasn’t about to allow that to happen.
C - Graduation day and the FERPA cover-up
• By the time graduation came around, I thought the worst was over. I had already filed a federal civil rights complaint with the Office for Civil Rights before the ceremony even took place. I submitted it on April 25, outlining the discrimination, retaliation, and procedural failures that had followed my accommodation requests. I wanted to make sure it was filed as a “current student” since I was still in school during all of this, and I figured that once it was filed, the school would at least start acting cautiously. Instead, things only got worse. On May 3, I arrived at commencement ready to close that chapter. But when I picked up my card, my name wasn’t listed under Latin honors in the program, even though my GPA clearly qualified me for cum laude. The card they gave me didn’t have any distinction printed on it either. When I asked why, I was told I was “ineligible” because honors were based on the GPA from the previous fall. Nobody had ever told me that policy existed, and the only reference came in a short email from the registrar less than two weeks before graduation.
• When I raised the issue, staff admitted that I wasn’t the only one — they said this happens every year. They knew it was unfair but did nothing to fix it. After I pressed further, the registrar and another staff member confirmed that my GPA did qualify me. Instead of making an official correction, they grabbed a Sharpie and wrote “cum laude” on my card by hand minutes before the ceremony started. It was humiliating, everyone else’s recognition was printed and official, while mine was scribbled on in marker. That day should have been about finally finishing everything I’d fought through — but it turned into another reminder that I wasn’t being treated the same as everyone else.
• Two days later, on May 5, I sent a formal email documenting the incident and asking for clarification of the policy, confirmation that my transcript would reflect my correct honors, and an explanation for how this happened. The provost’s response spoke volumes. He didn’t reply to me directly — instead, he sent a one-line email to the staff I had copied on my message that said: “Do not answer.” I was included on that thread and saw it in real time. That was their answer to a student with an active federal complaint who was asking for his records to be corrected. After that, I submitted multiple FERPA requests asking for access to all communications, notes, and records related to my internship, accommodations, and graduation. They either ignored the requests entirely or sent incomplete responses. Even after I clarified the request under FERPA law, they withheld critical internal communications.
• At this point, it was obvious they were stonewalling and trying to contain the fallout rather than comply with federal law. I reached out to the university president on May 13 as a final internal attempt to resolve the situation. She briefly acknowledged my message and said someone from the university would follow up, but no one ever did. I wasn’t surprised, it was the same silence that matched the pattern I’d been dealing with for months. On May 15, two weeks after graduation, the university finally sent a partial response to my FERPA request. The file was obviously scrubbed — it omitted internal emails, meeting notes, and decision records that were directly related to my internship and grievance. It was clear where the university stood, there was nothing left for me to do except turn in my external complaints.
I ended up filing formal complaints with the U.S. Department of Education Office for Civil Rights (OCR), the Higher Learning Commission (HLC), the Ohio Civil Rights Commission (OCRC), the United States Department of Justice (DOJ), the U.S. Department of Education Office of Inspector General (OIG) and Disability Rights Ohio (DRO). What happened wasn’t a simple misunderstanding, it was a deliberate pattern of disability-based discrimination, retaliation, and deceit by university leadership.
As of now, I’m still waiting to hear back from the Office for Civil Rights. My complaint is active, and I’ve been in contact with their regional office since the spring. The case is still under review, and I plan to keep pushing until there’s an official finding. I’m sharing this publicly because universities rely on silence and confusion to get away with this. No student should have to go through what I did just to be treated fairly. Regardless if I “win” or not, I’m proud of the way that I took a stand against an entire university, this fight wasn’t easy, but it was worth it in ways I can’t even begin to describe.
Hello everyone, I teach (or support) children in early primary school and we’re exploring how to introduce a second language (English) in a way that maximizes retention and engagement. We are weighing different formats: weekly short online sessions versus full class inclusion, play-based tools versus formal drills, integration into core subjects versus stand-alone lessons. I’d love to hear: what have you tried that worked (or didn’t), what age did you start the program, how did you measure success, and how did you manage any resource or scheduling constraints? Thanks for sharing your experiences!
A while back my kid asked me what AI is, while I was working on something related to AI :-)
Long story short - we started a podcast called "Hey Smartypants" that answers big questions from your kids that parents are never ready for....
Its a fun side project where we collect questions (so far from friends and family, but always looking for more) and do short adventurous episodes. We would love hear what you think of it :)
I'm a 23-year-old currently working on my Master's degree in a scientific field. Recently, my university has allowed AI use in all courses, provided that you acknowledge it in some way. I know many classmates who exploit this and use AI to write their essays/reports, to the point where they probably couldn't tell you a single point made in their own paper. However, they are being rewarded with High Distinctions and generally scoring in the 80s and 90s. As someone who writes my own assignments, I've begun to feel disillusioned and that this situation is incredibly unfair.
This has also caused some of my friends, who previously didn't use AI in their assignments at all, to start using ChatGPT for their written work. I want to be clear that I'm not against AI. I have used Grammarly before and I will typically use ChatGPT to explain concepts or generate revision questions. However, I finished high school and my undergraduate degree without it, so I'm still confident in my writing abilities. All of a sudden, it feels like my years of skill-building don't live up to a 3-year-old computer model.
Now, I am completely bewildered. Part of me still feels this situation is unfair. Another part of me wonders if I'm just outdated and refusing to accept the zeitgeist. Is this what people first said about Google and the internet? I've even had professors use ChatGPT to answer students' questions. I'm looking for any advice or productive discussions about this situation.
im an undergraduate majoring in english. i felt i was falling behind. i'm fluent in english when just casually talking but when it comes to demos' wala. nakakagamit ako ng auxilliary language which is bawal dapat straight english. dapat maganda performance, engaging, interactive, palagi nakasmile... very unlikely sa personality ko. feel ko everytime na magdedemo ako napaka plastic ko. nahihirapan ako imaintain yung fake smile and laugh, fake interaction and stuff. feel ko napaka bobo ko sa part na hanggang ngayun ampangit ko gumawa ng LP pati objectives may mali pa. being a teacher isn't for the weak i know. napapaisip nalang ako bakit ngaba ako naging teacher... bakit gusto maging teacher when in fact mas magaling pa sumulat ng essay at magsalita ng english kapatid ko parang ako pa nga yung tuturuan. my mom plans on sending me overseas after ko mag graduate to work as an english teacher. nakakapressure kasi di naman tallaga ako magaling, di naman talaga ako matalino, mahina ako...
I am in Maryland.
We recently lost a grant-funded position, which involved work that is unrelated to my role and job description.
Since I have been expressing to my previous supervisor for +2 years (who recently got laid off) and my current one (for +1.5 months) that I want to grow in my role, he communicated to me that I have an "opportunity" to take on these tasks. He said it would be premature for us to take about reclassifying my position or increasing my pay, and we will have to "find money" and "wait until the dust settles".
In my higher ed institution, individuals often grow in their roles by taking on additional tasks, and then HR retroactively reclassifies their positions (by changing their job description). However, I personally think that that's absolute bullshit and is exploitative. Moreover, I do not necessarily see a natural or clear pathway to reclassify my current role into one that combines both sets of task, as the combo itself is a bit odd and doesn't naturally fit under the umbrella of one position.
To make matters worse, my supervisor has recently announced in other meetings (behind my back) that I will be the new person taking on these tasks. This is despite the fact that this prospect is very new (barely a week ago), he mentioned it to me in passing, and we have yet to have an actual official meeting about it (that's happening tomorrow.) That leaves a bad taste in my mouth.
Suspending my distrust and annoyances for a moment: Could this be an opportunity for me to consider, or is the answer here should always be "fuck no"?
I’ve been getting around 10 emails in the past two weeks from my kid’s public school — all about paid events, donations, or auctions.
At first I was confused — isn’t public education supposed to be free?
After digging in, I finally understood how it works here 👇
Yes, U.S. public schools don’t charge tuition.
Teacher salaries, facilities, and core classes are covered by state and local taxes.
But things like:
So, parents and the community often become the “second funding line.”
That’s where PTOs (Parent-Teacher Organizations) or school foundations step in.
Here are some real examples from our school district lately:
1️⃣ Auction – local businesses and parents donate items like a “VIP graduation seat” or “chef lunch with the principal,” and families bid online.
2️⃣ Fun Run – $25 per participant; all proceeds go to grade-level scholarships.
3️⃣ Haunted House Fundraiser – high school students design and run it, parents buy tickets.
It’s fundraising… but with community spirit (and creativity).
At first, I felt overwhelmed — so many donation emails!
But then I realized: these events aren’t just about money.
They help kids learn teamwork, gratitude, and community involvement.
Parents also feel more connected to the school — it’s not just “my kid’s school,” it’s our community project.
These “paid” activities make kids realize that education resources aren’t automatic — they’re built by people who care.
It’s a small but meaningful way to teach social responsibility.
As a first gen immigrant to US, I have a question for you all: Have you experienced the same thing at your school?
Do you think these fundraisers are good community-building, or too much for families already stretched thin?
I have used a lot of AI tools for my research projects, Perplexity and their browser Comet has helped me a lot with it since i can choose any paid AI model with just 1 subscription
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I'm currently studying in college and pursuing my dream job. I haven't been on the course for long, but it is starting to worry me about what I am to do after studying. There's plenty of different job roles in the industry, but in the industry itself jobs are scarce, I've seen posts from people with decades of experience get turned down from entry level roles in the same job I'm hoping to pursue, and the career path doesn't really translate to many other jobs maybe outside of general programming jobs, but this line of work seems pretty closed off. Anyways, I don't know what to do in terms of study and career, I'd love to get my dream job in the industry I want to work in, but what am I going to do if it all falls through? At the same time, if i didn't pursue my dream job, I don't want to be locked into a barely livable wage and be unhappy with my career. Just looking for advice, thanks.
I am 17 and I have recently started a plumbing course after leaving a levels. I believe this was one of the worst mistakes ive ever made. I hate it I miss doing my a levels at my old college and I just dont want to do plumbing and dont know what i was think when i picked it. I tried contacting my old college to see if they would let me back onto a levels again even as a year 1 but its not looking promising.
Ive always wanted to do computer science as thats what i feel the most happy doing and i did extremely well in my gcses for computer science and other related subjects. I honestly have always loved it. So you can probably see why i feel the way i do currently doing plumbing as it is nothing at all similar and not something ive ever wanted to do. Ive always wanted to go to university since i knew what it was. It was always my dream. This is causing me extreme distress. I just need some advice on what i can do if i dont get to go back.
For reference i was doing maths, physics and computer science a levels before leaving.
Online teaching has become a powerful way to share knowledge, connect with students, and build a flexible career in today’s digital world. Whether you are a school teacher, tutor, or corporate trainer, the right app for teaching online can make your virtual classroom more engaging and efficient.
But with so many educational apps and Apps for online teaching available, it becomes difficult to know which one truly fits your needs. This guide will help you understand what to look for and explore the best options. It will help you make a confident choice.
I’m writing memoirs/an autobiography from the point of view of my main character and I want it to be realistic and authentic in terms of his writing style, spelling, grammar and knowledge with words etc
For context
Born in 1978, he grew up poor in a run down trailer park near a small town (population of around 500-600) and two miles away from the nearest big town (population of around 12,500) He did okay at school for the first several years and tried to learn but then struggled with a lot of it. He preferred to be the class clown and mess around especially when he lost more interest in most of the classes. This got worse as he got older. Therefore his education hit a wall.
I want to reflect this in his writing but I probably need to be careful that it doesn’t become too unreadable, if I was to ever to release for others to read.
Any help would be great
can the prof know if i screenshot and chatgpt a moodle online quiz?
I am a physics teacher who would like to take graduate physics and cosmology classes, but can only really learn night classes or virtual classes. I want to get credit for the courses as my school will compensate me for doing so. Does anyone have any experience and/or advice in pursuing further education in their subject area at a graduate level while still teaching?
I'm a teacher getting involved in RJ work at my school, specifically providing a teacher perspective to a student-led advisory group that is led by an administrator.
For folks that work in the RJ space: What are some books, resources, and advice you'd offer to someone starting in this work? For context, I'm in a large, urban district at a Title 1 school. We have a large ENL and SPED student population.
I think RJ work gets a bad rep, largely due to systemic factors that admin can't control like district policies and funding. Can RJ be successful with the right resources and framing, or are administrators just as skeptical as many teachers?
Im an undergrad Student from Sri Lanka.
Somedays back someone stole the money I saved to do CIMA. I withdrew the cash from an Atm in the morning and got onto a bus to go pay. When I got outta the bus. All gone. It was in my left pocket since the bus was crowded I was helpless. I worked part time in my uncle’s grocery shop for an year and saved it up. Its my fault, I should’ve been careful.
I tried lodging a complaint and as usual, it seems I won’t get it back. Im so tired mentally and physically. Just sharing it here so I might feel relieved. If you’re willing to help by any chance please let me know.
Have a great day!
Hello, everyone. I’d like to ask a few questions/doubts that I’ve gotten recently. I would like to hear your guy’s opinion, answers, and thoughts to my questions in chronological order of that is fine. These question may be for other subreddits but I feel like this one is the best at answering my question.
How many and what courses do children and adults have to take from childhood and adulthood throughout private elementary, middle, high school, and college/university (in a general way before finding what major, minor, degree and job/career path) he or she wants to take, further in life?
Can you guys please give me a recommendation of really useful and helpful books, etc, that are able to inform anyone on any subject/course (from basic topics/subjects that elementary and middle schoolers know, to more complex topics/subjects that high schoolers and college students can understand)? Basically, from kid to adults, really.
How many majors and minors are there in public or private colleges or universities in the U.S?
Is it possible for some students to not have student debt/loans while in college/university, and if so, how do you do it?
As a senior high school student, please give me some beneficial advice and knowledge on how to successfully succeed in my academics and career, because I personally like to learn about many majors and minors, if I can. 👍
Is it possible for a student to take many majors and minors (2-4) while in college/university?
How do you know what type of college/university and the courses and programs it offers is the right one for you?
How do I become a well educated and good student while in high school, college/university, and beyond that?
Can you guys give me a list of skills and habits that I may need to learn and know about during college/university?
Can you guys give me a list of tips and advice on anything else that I might need to know about for college/university?
How do you guys find out what type of career is best for you after college and university?
Thank you all for your time and support. I’d like to receive some comments from you because this is my first time on this sub. Thanks and have a great day and weekend?
This story out of NJ really struck me, no pun intended. A school board candidate ran over the lawn signs of another candidate.
Articles covering it:
• Resident Calls for Civility After Political Sign Damaged; Local Man Charged in Connection (TapInto New Providence): https://www.tapinto.net/towns/new-providence/sections/police-and-fire/articles/resident-calls-for-civility-after-political-sign-damaged-local-man-charged-in-connection
• NJ Education Board Candidate Runs Over Opponent’s Campaign Sign (Yahoo News): https://www.yahoo.com/news/articles/nj-education-board-candidate-runs-175900017.html
• NJ Candidate Ran Over Opponent’s Campaign Sign on Front Lawn of Home, Cops Say (NJ.com): https://www.nj.com/union/2025/10/nj-candidate-ran-over-opponents-campaign-sign-on-front-lawn-of-home-cops-say.html
Curious what people think? Have we all lost our minds?
I saw people talking about this on social media. Some said if you use Ai paraphraser tool but type the same sentences by yourself instead of copy pasting, it won’t be detected by Ai detectors.
Is that true? Does it really make a difference if I type it manually? Can it still be detected as Ai written?
I’m curious if anyone has tested this or knows how it actually works.
I am in school for special ed and work as a teacher aid. WHY do i feel like i no longer can read or comprehend english when i read IEPs😭😭😭
I have to read it over and over again and constantly space out because I do not understand it lol
Is this common or do I need to lock in hahahha
I (25M) currently work as an Instructional Aide at K-8 School. I’ve been looking at varying MAT Residency Teaching programs to apply for next Fall. Some of these programs are asking for Letters of Recommendation, but I am not unsure who I should ask to write me one. My formal supervisor (who manages all Instructional Aides) is one of the Front Office Administrators, so they never see me in the classroom or on duty. I was thinking of askong the teachers that I support in the classroom, but I am not sure if it would be too much to ask. Any suggestions would be great!
I attended normal classes my whole life yet sometimes I feel so dumb
I’ve been reading a lot lately about how animals survive in deserts and honestly, some of their adaptations sound straight out of science fiction. Firstly, take the Addax antelope as an example it can go its entire life without drinking water and It gets all the moisture it needs from the plants it eats. Sadly, fewer than 300 remain in the wild, but it’s one of the toughest animals on Earth i ever seen.
Secondly there’s the Kangaroo rat this tiny creature never drinks water either. Its kidneys are so efficient that it can extract every drop of hydration from the seeds. Its urine is thicker than syrup to avoid water loss gross, but genius. Thirdly ,Fennec foxesare also interesting as they use their oversized ears not just for hearing they work as radiators, releasing heat and helping them stay cool in 113°F desert heat.
And Camels the classic desert legends can drink up to 40 gallons of water in one go, then store it not in their humps that’s fat, but in their bloodstream. Their red blood cells are oval-shaped so they can flow easily even when dehydrated. Even reptiles like the thorny devil from Australia have hydrating skin rain or dew rolls down their bodies through microscopic grooves right into their mouths. It’s wild to think that what looks like a barren wasteland is actually full of some of the most advanced survival designs nature’s ever created.
Share your thoughts about this animals and also your experience in the comments.
Hello, I teach online noncredit community college chess classes and so far I've gotten a lot of positive feedback from my students but I haven't gotten a chance to talk to many other instructors. It would be great to get some advice from those who have taught similar classes.
What is the best way to keep everyone engaged? How do you give lessons that are helpful for a variety of different levels (I know my classes tend to attract both beginners and early intermediate players)? Is there anything else you would advise I do to give all my students a good experience?
I’d love to hear what’s worked for you and if you have any tips. Thanks in advance!
Hello, everyone. One of my current jobs is as an adjunct professor at a community college. (I have a full-time job to support my family, because being an adjunct alone was too inconsistent.) When I started teaching at this level, my methodology was based on instinct and building upon my own educational experiences. Basically, I was examining what had felt useful for me in the past and building from there. Fast forward nearly 15 years and I find that I am not as effective as I used to be. Students see my passion for the subject, which keeps them engaged, but their attention, critical thinking, and retention have declined. I do recognize that the way students are being taught and are learning in K-12 has seismically shifted since my own K-12 experience. I have tried to adapt me teaching approaches, assessment methodology, etc. and I still feel I am not reaching them. I am also struggling because I have an additional goal to write OER teaching materials for laboratory courses. I know what I want students to gain from the laboratory experience, and I am now finding it difficult to find the balance between giving them all of the information and allowing them to think critically to reach the learning objectives. A direct quote from a student last term was, "You are expecting us to think too much. I know my brain doesn't work like that."
I decided it was time to pursue a higher degree so that I might learn more about the science behind teaching and build an evidence based approach to how I teach. As I have begun researching graduate programs, I am finding a lot of them focus on preparing their students for "educational leadership" roles rather than curriculum design or assessment. I have also noticed that many programs will use similar terms (ex: Learning Technology or Instructional Design) and have programs that are focused on very different aspects of the educational and instructional experience.
Is there another approach I could take to searching for graduate program options? I had been focusing my searches using terms like educational technology, instructional design, and learning technology. Has the language around these studies changed? Thank you all for your assistance as I work toward improving.
Hi,
Today I have just had enough with certain behaviour with a group of students and have been addressing and correcting the students that are problamatic in question for far too long and decided to go to their head of year support so that I could have some help with dealing with these students.
I told the head of year everything and how I have been feeling to feel like to then be treated like it was me that was the problem and that I should have come to them ages ago and it is partly my fault. (Which I felt was insane) They then said that they will speak to the group that has been causing problems but next time I need to report it straight away if it happens again which I have no problem about but I was a bit taken aback when I went to go ask for some help to feel that way at the start of the conversation.
I went home to tell my parents about this on how crazy the incident was to the point I was dismissed by them and was told "they're just kids" and didn't even speak about the way I spoken to by the head of year support. It just feels tough at the moment where I am holding out to actually be joining my dream job in January and holding out till the Christmas break.
I was an international student at this university and for 2.5 years I flunked my classes and got kicked out. I deserve all the criticism for this.
For a year I devoted myself for change. Got enrolled into college maintained good grades on top of a full time job. Got in the boxing ring to sharpen my self even further.
Applied to bunch of universities but they all rejected me because I have been excluded before.
Has anyone ever been in the same situation before?
Sainik school admission (Class 6 & 9) ke liye OMR-based MCQ exam hai.
Is this just the way of things in the US or can it be fixed? Every morning and afternoon, the pickup/dropoff is ridiculous. Lines of cars going down several city blocks.
They have about 8 parking spots and they have some staff out to guide the students to their guardian when they arrive. Despite all this effort put into trying to streamline the process, it still seems incredibly slow.
But what's the answer? I can't think of anything to improve the logistics, so it really seems to me the only option is reducing demand by providing alternate transportation options. We don't have public transportation and walking is only possible for those kids living near enough. It's one school district for the town, so the different grade schools are scattered about town. One year you might be within walking distance, but for some other grades probably not.
We do have a school bus system. I don't know much about the details but I don't think they pickup/dropoff at houses or residential blocks unless the family is far out of town. For all school bus stops in town, you have to get your child to a school. This means you can have them take the bus but you have to drop them off first at whatever school is nearest you (or some of them can walk there).
Would more people take the bus if there were closer/better/more stops? Or is there some other issue that might be limiting bus usage?
What suggestions would you have? This is a small town of about 12,000 people. One public school district for the whole town and surrounding rural area.
Wasn’t sure where to ask this so sorry if this is the wrong place. Basically I’m 6 ucas points from my chosen foundation year. Im hoping to start September 2026 so i need to act quick. How do I get ucas point post A-Levels? The internet wasn’t all that helpful.
Thanks.
hi, my dream is to move to Japan and possibly to go to university there too. I'm doing research about the universities, most require 3 Alevels (UK). I'm doing business btec level 3 which is equivalent to 2 Alevels. Can I still go and apply to them in the future or am I just going to waste my time because I won't get in?
I mean I don't need to go to university but most jobs in Japan will require a bachelor's degree which I will need to get a job. I can go to university in England but it's a lot of money and I'd prefer to study in Japan.
Is there still a way?
I’m building CYA Security, focused on helping people understand cybersecurity in plain language.
For educators here, have you ever tried teaching basic online safety (like phishing, passwords, or scams) to students?
What parts actually stick?
What instantly loses their attention?
I’m trying to learn how to make awareness lessons engaging without sounding technical.
I’ll start by saying I am a parent and not a teacher.
I was at my 8th graders parent/teacher conferences last week. I was surprised to hear from the Language Arts teacher that their current project involved written analysis of short stories selected from a list, and that listening to an audiobook of the story was an option (not an accommodation, an option offered to everyone) as an alternative to actually having the student read the material. I must have given a look when she said that because the teacher seemed to double back and explain that since it wasn’t supposed to be a test of reading ability, she didn’t want students to get hung up on the reading.
At a time when students struggle with reading fluency, does it seem totally backwards to let students out of having to read, with the explanation given that some students struggle to read? I have heard that “students first learn to read, then they read to learn” - is this no longer considered valid?
sooo i used to just read and reread cases thinking repetition = mastery. turns out my brain was just zoning out with a highlighter in hand lol. what’s helped a ton lately is turning everything into questions. like, instead of rereading, i ask myself “what’s the rule here?” “what were the facts that triggered it?”
i’ve been making flashcards and short quizzes out of my outlines, blekota makes that part easy because it basically auto-generates them from your notes, so you’re not wasting an hour typing definitions. i’ll review a few in the morning and a few before bed. spaced repetition actually works when you stop fighting it.
law school feels like drinking from a firehose, but if you turn what you read into mini active recall moments, it starts to click faster. even 15 min of quizzing beats 2 hours of rereading. stay patient, it’s a long game.
I did bad later in high-school towards senior year i got sick and skipped a lot. I don’t even remember the things I learned. I just feel undereducated. How to get educated and what should I learn? What critical skills are learned in school what should I make sure I know how to do?
I have less than a week to finish my work before i finish year 12(im an Australian student) and ive been trying to use brainly without any success as of now, i used it back in 2021 and i was actually getting responses, but now, it fees absolutely deserted, i need to finish an analysis table about inspirational speeches, write two fake travel blogs for some reason, i have to go back to school to complete a student interview(basically just the teacher asking questions and looking at my portfolio), and a whole other things i have to do that i find difficult due to my autism(undiagnosed because the official test was too expensive according to my mum, although my brother has autism), so i want to find out if there are any alternatives other than Brainly that i can use to get my work done.
This semester has been wild. Started noticing essays with this weird perfect structure but zero personality. You know that feeling when something's off but you can't prove it? That was me for weeks.Finally decided to run everything through GPTZero and boom. Eight papers lit up like christmas trees. The weird part? These weren't my struggling students. These were solid B students who probably could've written decent papers themselves.
What really got me was the confrontation. Half admitted it immediately, couple tried to argue, one actually thanked me for catching them early in the semester instead of finals. Made me realize how normalized this has become.
Now I'm requiring drafts and having students explain their thesis in person. Already seeing improvement in actual understanding even if the writing quality dropped a bit. Sometimes messier authentic work beats polished fake content.
Knowing about fallacies is crucially important to knowing how to identify and not fall victim to manipulation which I think we can all agree is a very important skill for our young adults to have particularly as they enter the dating world. The skill is also very useful for identifying propaganda and using the propaganda to figure out what the propagandist wants you to believe which is a very important skill for the formation of an educated voter base. If we can identify propaganda then we won’t be tricked into voting against our interests for fascism or authoritarian capitalism. It will also help kids identify prejudice or fallacies within themselves so they can learn more about themselves and learn to become better freer thinkers.
What do y’all think?
Is this common these days? When I was growing up, it seemed like the school system and the overall community were largely indistinguishable. Everyone had kids in school, the parents were actively involved and a lot of town life revolved around school activities.
Today though in my hometown there seems like two separate worlds. The public school district doesn't seem to engage with other groups or organizations in the community at all, including the city government. They even butt heads on issues like youth sports and stuff where it should be a natural place for collaboration. I get the feeling that the school district tries to maintain its independence and control of everything. So in terms of our political structure now, we have the city commission and stuff going on through various civic and economic engagement programs, and then we have the school board and they do their own activities and things. There's no overlap and even the people involved seem to not overlap much or at all. I see entirely different people at school board meetings than I do at commission meetings, and the city commissioners don't seem to socialize with school board or administration folks. It's like they might as well be separate towns.
The weird side effect of this is that kids get overlooked entirely because the school district seems to have a monopoly on their attention and access to them. So when the city wants to do things like youth sports or recreational facilities geared toward kids, they can't seem to get any interest or input, and the schools won't assist in any way or work with them on it. That basically seems to take kids out the "city population" entirely, and there's just no way to build any public youth programs here because the schools keep the kids and parents in their own little walled garden.
Has anyone else encountered this sort of thing?
graduated with a classics degree 3 years ago. loved every minute of studying it. ancient philosophy, latin literature, historical analysis, all that good stuff. felt like i was actually learning to THINK instead of just memorizing facts.
now i'm out here trying to find a job and every posting might as well say "STEM only, humanities majors need not apply."
sure i can analyze texts and write well and think critically about complex problems, but apparently those aren't "real skills" in the eyes of most employers. they want specific software knowledge or technical certifications or whatever.
starting to feel like i wasted 4 years and a lot of money learning about dead civilizations when i should have been learning python or accounting or something actually useful.
anyone else with a humanities background figure out how to translate their education into modern work? or should i just accept that i need to go back to school for something practical?
Do you believe that individuals who prioritize learning throughout life are more successful in general? I know that the answers to this question can go in many directions, but I am curious to see what people think about this topic. I am just hoping to spark some discussions.
Hi everyone!
I built AI Brain Bites, a small web project that produces short, fun, educational “Did You Know?” facts automatically. My goal is to make learning small, surprising tidbits enjoyable — like having a curious friend share a new fact with you every day.
For example:
I’d love feedback from educators or curious learners on:
Thanks for checking it out — even small suggestions help!
I've been teaching in some capacity since 2019 and have taught 7-12 grade and one group of college freshmen. For most of my teaching, I've been general grade-level ELA (at gen ed, pre-AP, honors, or inclusion levels), but I've also dabbled in etymology, speech, debate, social studies, yearbook, and prep for college and careers. Having seen (almost) every grade level that I'm licensed to teach and mostly the same subject with electives on the side, I've seen a lot of kids in the three districts I've worked in. The group I have this year has me more stuck than I've ever felt and my 30-year veteran co-teacher is also stuck about where to go.
Context: This year, all 5 sections I teach are GenEd/SpEd inclusion, with most students being OHI for ADHD/autism, rather than specific learning disabilities. I have only 7th grade at a junior high, so this is the students' first foray into middle school, but they did switch classes and have passing periods in 5th and 6th grade at their respective elementary schools (if they were in-district, which most were). We are an inner-city school in a large metropolitan area. More than 50% of students come from low-income households.
I cannot get them to follow directions. At all. I've looked up every tip, followed every BIP, IEP, and 504, and tried everything I can. They either cannot or simply will not follow directions. For example, each day, they have a bellwork assignment. Certain days have certain styles (like writing or vocab practice or grammar practice) but always have the same direction of "work for the full five minutes, putting your pencil down when the timer goes off". We just finished Week 11 and that direction still can't be followed. I get it to some extent because these are handwritten and these kids just want to type on their touch keyboards and call it a day, so maybe their hands and wrists are genuinely unable to hold up. I would give them this excuse were it the only issue. Let's make the example more specific. Wednesday's bellwork was "Look at the following picture. [there was a picture of climbers on Mt. Everest] Using the journalistic questions and your imagination, tell me who is doing what, where and when they're doing it, why they're doing it, and how they're doing it. If you answer all 6 pieces before time is up, go back and add sensory details (taste, touch, smell, hearing, and sight)." I read the direction aloud once, described the image using all 11 aspects that could make an appearance in their answers, then read the directions again. I asked if there were questions, answered any that were asked, read the directions again, then started their timer. As I do always, I read the directions at each minute increment while the timer was running. On the board, the most important pieces of the question were bold, underlined, and highlighted. Most students wrote in their notebooks some variation of "This is a mountain with people on it". Many wrote some filler about how mountains are hard to climb. A few wrote stories completely unrelated to the image. Another few described images that we had seen the day before in a background information slide. One person in each class even attempted to use the 5 Ws + how.
Throughout last quarter and now at the start of this quarter, my coteacher and I have tried underlining, highlighting, bolding, reading, chunking, modeling, reviewing, choral reading (with students), checking for understanding, having students highlight or underline, and more strategies to the directions on any given page, slide, assignment, and assessment. We have seen no improvements. We pull up old directions on the board and show them their answers and explain how they don't connect. "Ohhh, I get it," they say, their eyes glazed over, brains turned off.
For today, we planned a scavenger hunt that required students to read and pay attention to instructions in order to unlock the next clue. Instructions included "If your answer is an even-numbered option, go to Ms. Teacher's desk. If your answer is an odd-numbered option, go to Mrs. Coteacher's desk." Everyone went to my desk, regardless of their answer. "Reply to the discussion board "I promise I won't tattle". You may copy and paste." Not only did only 24/75 even reply in the discussion board, only half had the correct statement. "Open the bottom drawer of the brown cabinet and count the headphones." They opened the door of my white and yellow cabinet, opened the doors of the brown cabinet, opened the top two drawers of the brown cabinet, attempted to open drawers on my desk, and stood around in the middle of the room saying, "I don't know where that is", as they did for many clues. The end result of the hunt was a direction that said to send an email to my coteacher and me that contained the phrase they unlocked with the clues and an image of their favorite animal. In total, I received 9 emails, only 6 of which followed the directions.
We're both at a loss. They skip over the directions no matter what we do and fill in their own idea of what they're being asked. Directions will say "Use RACE to answer the question. Use one sentence for the R, one for the A, one bit of text evidence for the C, and one sentence for the E," and most of what we'll get back is two sentences: one that doesn't answer the question (usually just a reference to a thought they had while reading) and one that is an un-cited, un-quoted line from the text. They just do what they feel like, pretend to understand when we give them feedback (we not only review as a whole class where answers and questions disconnect, we also conference with students individually about their performance), and go on their merry ways.
Please help.
(Yes, I do remember my why, yes my objectives are posted, and yes, I have tried building relationships. I do genuinely need help.)
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Hi All-
As my little one is approaching school age I would like to tour all available options in my community as I am firm believer that her education will be one of the best investments I will make in my child. We live in a town with a grand selection of different private and public schools (charters, non-religion affiliates, magnet, religion affiliates and of course local public school).
This is going to sound ignorant but has anyone ever contacted their local public school to request a tour? All the other options have a special tab on their websites to request a school tour but I am not seeing it for my local school district. I am tempted to call to find out but I do not want to sound like some weirdo on the phone. Going to public school myself all my life this wasn’t something you heard of. Thanks 😊
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The elves rescued the shoemaker. The children are gonna save The Leather Dude!
Hey everyone, I’m an Indian freelance graphic designer and digital artist with about 5+ years of professional experience. I finished high school in 2016, so there’s a long education gap, but I’ve been working ever since in the creative field.
Lately, I’ve been really drawn to Turkey — the art, architecture, and culture feel close to what I connect with creatively. I’m planning to apply for a bachelor’s program in design, visual arts, or communication, mainly to study and experience life in Turkey for a few years.
I’m looking for advice on:
Affordable universities (public or private) that offer English-taught programs and are open to students with long education gaps.
The typical process for Indian applicants — what documents, fees, or proof of funds are required.
Any first-hand experiences about studying or living as an international student in Turkey.
I’ve checked some options like Istanbul University, Uskudar, and Aydin, but would love to hear from people who’ve actually gone through the process or have recommendations.
Appreciate any help or insights. Thanks!
This is most probably done before; if so, please add links that refers to the ones done before. I would like good teachers of any subject on YouTube to be gathered together. And maybe for efficiency, if you see the subject of the professor you were going to mention in the comments, comment under it; so that fields are more distict and more easily seen. The subject can be anything tbh, from crafty things to one of your courses. anything.
Can you go right into a four-year college after getting your GED? I’m not interested in community college at all. I know the benefits, but I’m not interested in it.
I graduated CO 2025 but decided to take a gap year while I tried to figure out what I wanted to do. I’m currently looking into online colleges, since I live in a more rural area and there aren’t many options. I’ve decided that I want to go into nursing. I was looking into the University of Phoenix, but after some research decided that it may not be the best choice as far as reputation and respect goes. I never took my ACT or SAT in high school and would be willing to take them if I have to, but since I’m on a time crunch and also working full-time it would be difficult to juggle studying in the mix. Are there any trustworthy online colleges/universities that wouldn’t require an ACT or SAT score? Any help or pointers in the right direction would be greatly appreciated :)
Hello,
Years ago my children's mother left out of state, and has primarily been out of contact with anyone since. During the divorce she made "notyourmama" her email.
My daughters' school sends home a directory each year. Unless a family chooses to opt out, it includes each parent's numbers, addresses, and emails.
I've asked them to not include their mother in the directory. In previous years they haven't. This year they added her again.... with the notyourmama email listed with their mom's name. My youngest wasn't even in school yet when she left!
I'm so mad, and fearful of their embarrassment and people taking pity on them. This is just the thing that could become a joke.
They're at a great school, but I'm wondering if a fresh start at a new school or district would be helpful.
I'm tempted to email the principal, but at this point what can she even do? Require everyone to bring back their books?
Any words of advice are appreciated.
