discipline in schools

So he’s in the principal’s office now and being told off, saying ‘Normally if you’re against the schools discipline we accept it, but this time it’s serious because it affects the rep of the school.’

Outside jian yi is really worried and tugs zhan’s jacket, saying ‘Inside the situation is really bad, should we tell the teacher what happened last night?’ Zhan says ‘Be quiet the teacher doesn’t believe him!  If you do this is will make it even worse.’ ‘What can we do!?’  ‘There must have some other method to solve the problem.’

‘I didn’t hear that redhead has friends.’ She li says. ‘Mind your own business. I will deal with his problems/The things that involve him I have to be in.’ He Tian warns. ‘Everyone else back off.’  

They start fighting, with he tian having the clear advantage and hits a guy trying to pull him off. ‘Everyone else back off.’  

‘I said you hit me a little bit too hard.’ She Li says, licking off his blood trickling down his face. 

‘Don’t.. move your neck..’ She Li grits out, as he points a sharp nail on He Tian’s neck.

‘If you dare to try..’


Summary: Phil, as a representative of his father’s company, attends a meeting at the Morimoto Corporation’s head building - Morimoto Mansion. There, he learns of the Morimoto School of Discipline and Performance - a training school for omegas into the highest-quality sex workers money can buy. He meets a strange boy nicknamed Kitten who isn’t all what an omega should be. All Phil wants to do is get him out, but with a powerful Alpha like Morimoto, it’ll be near impossible.

WN: blurred lines of consent (it’s an omegaverse, it happens), smut (blowjob, fingering, blurring of D/S dynamics, bonding/penetration), angst, strong language, drugging/forced compliance

WC: 14.6k

This was started in February 2015, so holy crap I’ve been hiding this one a while.

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anonymous asked:

Do you think Aro learns other languages from others thoughts and memories? Or how do you think that would work?

This question makes me wish Aro were real and we could, like, entice him into a psychology lab and get him to help us understand language-learning. Pros: Aro gets to study babies. Cons: babies have to hang out with a vampire. 

There are two main theories about the way humans learn languages: nativist and empiricist. The nativists claim that the brain is uniquely primed to pick up language; it’s innate until a certain cut-off age. If they’re right, then humans shouldn’t really have any ‘thoughts’ about learning their native language. It just… happens. Even grammar feels instinctual. As a result, Aro wouldn’t be able to learn their first language via his gift. His ability just wouldn’t be able to access this mysterious language acquisition mechanism.

Conversely, the empiricists argue that language learning just uses the same cognitive skills humans have to learn other stuff (i.e. pattern recognition). People still need correction and reenforcement, the theory goes, and if they don’t actively practice and perfect their language, it’ll be flawed. This presumably takes active effort (i.e. sustained thought), which Aro would see via his gift. Thus, he’d be able to learn the rules and vocabulary of a person’s first language.

(Both theories agree: learning languages when one is older takes considerable work. Aro would see all of that in humans’ thoughts and be able to learn the language through them.)

Personally, I like the empiricist theory better and think that Aro would be able to learn language via thoughts and memories. He’d still need to practice– particularly when it came to speaking– but he’d be intimately familiar with grammar rules without having to read them. But again, I kinda wish the character existed. He’d solve an enduring mystery in psycholinguistics, just by touching a couple of people and reporting back to us! That almost makes up for all of the carnage he’d cause! No it doesn’t; I’m a monster


Image: LA Johnson/NPR

Black girls are punished in school at rates that are even more disproportionate than those experienced by black boys – and they’re suspended six times more often than white girls. Scholar, author and activist Monique Morris calls this “a story untold,” and she sets out to tell it in her new book, Pushout: The Criminalization of Black Girls In Schools.

The Untold Stories Of Black Girls

No matter. Even if you are not talented and have been told that you are weaker at something, remember that it is the one who works the hardest that ends up succeeding. Talent could bring you only so far. But, hardwork can make up for the talent/skills that you might feel that you are lacking.

You might be faced with failures, setbacks and mistakes. But, you become much stronger overcoming them than someone who has never experienced it at all.

—  attackonstudying

One incident that sums up America right now is that when a high school student displayed a swastika, and used anti-Semitic slurs against the Jewish student who complained about it, one teacher was suspended for withdrawing a college recommendation letter for him, and two other teachers received disciplinary letters for discussing the incident in class.

Because–get this–the disgusting little Nazi fuck complained that the teachers created a “hostile environment,” and he felt “targeted.“

Let me emphasize–the Nazi, who displayed symbols of genocide and made anti-Semitic slurs, whined about feeling “targeted.” And the school took his side.

The little Nazi fuckwad was supposedly “disciplined,” by the school, but is still in school there.

And that, my friends, is the pathetic state of America as of February 2017.

anonymous asked:

CRIME that's the problem black people have put into this world. Look at the crime rates alone in the states. LMAO

Since y'all don’t wanna do your own damn research




Almost half of Australian school students bored or struggling, says Grattan Institute | Australia news | The Guardian
Education system overhaul urged after report finds student disengagement widespread in schools.

“Ultimately, the report strongly recommended essential policy reform. This included recommendations for overhauling early teacher training, ensuring teachers are trained in dealing with difficult student behaviour.”

The argument is that we should respond to the boredom of children with better behaviour management? Rubbish! Kids are poorly behaved when they’re bored or disengaged; they’re not bored because they’re poorly behaved, and better behaviour management won’t increase their engagement.

We can increase students’ engagement with a more flexible curriculum and constructivist pedagogies, not behaviour management.

“The most prevalent explanations for student disengagement were boredom, finding the work too difficult, finding the work not challenging enough, poor-quality teaching and problems at home.” Yet, not once in this article are pedagogy nor curriculum mentioned.

The first four explanations – boredom, finding work too difficult, finding work not challenging, and poor quality teaching (whatever that is) – may be addressed by the promotion of constructive approaches to pedagogy, and a flexible and adaptable ideas-based (and intellectually engaging) curriculum.

At the moment, we have a rigid, “fact”-based curriculum, which is best taught using didactic pedagogies: chalk and talk, listen, take notes, copy this, repeat that. No wonder kids are bored. No wonder the work is too hard for some, and too easy for others. The curriculum, and the pedagogies that best enact it, are not intellectually engaging, except in the hands of experienced and proficient teachers, many of whom have fled the classroom because they cannot work within the constraints of so many mandates.

Teachers’ decisions are constrained by mandates from people who have no idea what they’re talking about, but do talk a pretty rhetoric about “discipline” and “back to basics”. Teachers’ time is wasted preparing for and administering tests, filling in forms to meet demands for accountability, and attending meetings to discuss data (not students, data). Oh, and managing the behaviour of disengaged children, as well as those children who have other issues in their lives, none of which can be “fixed” by behaviour management strategies. In whatever time is left, then they can build relationships with students, something which will help not only to engage students, but to better make decisions on what, when, and how to teach them.

So preservice teachers should spend their time learning micromanagement techniques for responding to student behaviour?

in Australia, we have initial teacher education, not training. Preservice teachers spend four years (at least) exploring a range of pedagogies, discussing theories, evaluating frameworks, and everything else they will need to make productive decisions about their teaching and their students’ learning, are then sent into an environment that won’t allow them to make those decisions, but instead threatens not to employ them if they won’t stick to the script. No wonder they feel “unprepared”.

Further, EVERY course included in an ITE program, as well as the program itself, must be accredited with no less than three administrative bodies, and hence meets several prescriptive lists of criteria and standards; further, it is only a small minority of teachers who have recently completed their ITE.

Perhaps we should move to initial teacher training, and just transmit to preservice teachers whatever “knowledge” and “skills” the government says they need to do what they’re told in the classroom, because it seems that teachers are expected to be automatons and enforcers of the state, rather than professionals with the capacity to make their own decisions.

But, as I firmly believe: “It is… advisable that the teacher should understand, and even be able to criticise, the general principles upon which the whole educational system is formed and administered. [S]He is not like a private soldier in an army, expected merely to obey, or like a cog in a wheel, expected merely to respond to and transmit external energy; [s]he must be an intelligent medium of action.”