small class sizes

anonymous asked:

Why did you choose Wellesley as a option?

There are a number of reasons why I’m interested in Wellesley.

First and foremost, I really believe in Wellesley’s stated mission of creating a space where women are encouraged not just to reach their own personal potential, but to have an outward focus and connect their academic work to service (as that’s an important focus of my studies and my life in general). I’m also attracted to the campus culture and the small class sizes; I want the opportunity to work closely with faculty, to not get lost in the crowd, and to be part of a campus that really feels like a community, and as a student leader who has done a lot of work with student organizations as well as college governance, Wellesley’s full-engagement philosophy connects well with my experiences.

Academically, I like that Wellesley has a reputation for rigor, and I’ve gone through their course listings and found a lot of courses that align with my particular research interests in both Anthropology and Political Science. I was really drooling over some of their applied anthropology course offerings (how awesome does “Anthropology of Queer Activism” sound??)

It also doesn’t hurt that I visited last year and absolutely fell in love with both the campus (it seriously looks a school for witches) and the region. From the moment I left Massachusetts, I’ve been trying to get back. A winter there might change my mind, but my visit perfectly matched my idealized vision of New England in the fall, and I was totally smitten.

There are actually a whole bunch of reasons why Wellesley stands out to me in my search for the perfect program, but those are kind of the highlights. ✨
Brief Sword-Stuff Update

Brief as hell. I’m gonna do a nicer longer one tomorrow maybe, cos this was a new class, with new people, and deserves that much. But for now here’s the lowdown.

Was good. Nice people. Good at putting up with my questions. Good at answering my questions. Both on techniques and historical context curiosity shite.

Got ever so slightly punched in the mouth during warm-up games. That was fine. I’m fine. It was by the person who’d turn out to be my teacher. We bonded.

Did a whole two hour class in a fucking jacket and most of it in a mask too. Hated that. Fuck sweating. Fuck hot heavy clothes and strenuous motion. But it’ll get easier. Next time and the time after and the time after.

Small class size too! Fuck yeah fuck yeah! Fabris rapier’s similar to destreza compared with like…Agrippa or Giganti, but also different. Fuck yeah!

The E-mail Relationship

In high school, with small class sizes and the same classes every day for an entire academic year, it was incredibly easy to maintain a relationship with my teachers. In college, classes are bigger, meet less frequently, and only last for a semester. It is MUCH harder to develop a relationship with professors, especially with a full course load and packed schedule. Office hours are a wonderful opportunity to meet your professors and get questions answered, but my schedule often makes it impossible for me to attend them. However, I have developed healthy working relationships with my professors with “The E-mail Relationship.”

The E-mail Relationship is perfect for the busy student who doesn’t have time to meet with a professor on a regular basis but still wishes to show interest in the class or ask questions outside of the classroom. Here are some important “dos” and “don’ts” of The E-mail Relationship.

  • DO e-mail your professor with any questions or concerns you have about the course.
  • DON’T send your professor kiss-up e-mails that will just clog up their inbox.
  • DO e-mail your professor as far in advance as possible to notify them of any absences or tardiness (preferably for excused absences and stating that official documentation will be forthcoming).
  • DON’T e-mail your professor during class or on the morning of an exam and expect to be excused (barring extreme circumstances, of course; regardless, though, a succinct, honest e-mail explaining why you were late/absent and apologizing even when the absence/tardiness is unexcused shows maturity and responsibility).
  • DO use e-mail as a straightforward, efficient way to reach your professors.
  • DON’T make your e-mails several pages long with unnecessary information.
  • DO use proper grammar and formal writing in your e-mails to a professor. Your address and writing style should be professional. (Let your professor initiate/invite friendly e-mails. Always start formally and adjust as you see fit. Better to be overly polite and formal than to offend someone who controls your grade. Plus, being respectful never hurt anyone.)
  • DON’T send an e-mail to your professor without proofreading it for basic spelling/grammar errors.
  • DO sign your full name and include your class and section somewhere in your e-mail.
  • DON’T make your professor guess who you are and to which class you belong.

I have had great success with The E-mail Relationship. It has allowed me to reach my professors on my own time and for my professors to get back to me on theirs. An e-mail can usually be sent and/or answered quickly, which saves time for both you and your professor, especially if you only had a quick question. There are advantages and disadvantages to The E-mail Relationship, though.

PROS:

  • Efficiency.
  • Getting your name out there.
  • Honing your professional e-mail skills.
  • Showing your professor that you care about the course.

CONS:

  • Does NOT replace going to class. (I debated putting this on here because it’s common sense, but you need to go to class. It doesn’t matter how often you e-mail the professor if you’re constantly missing class and consequently failing the course. The E-mail Relationship is a course supplement. Make good choices.)
  • Does not allow your professor to put a face to a name.
  • May be insufficient for answering certain questions. For instance, if you miss a week of class and need help mastering the content that you missed, it’s probably best to schedule a meeting with your professor. If office hours don’t work with your schedule, most professors are more than willing to meet with you at another time. Just e-mail them!

Regardless of how you reach out to your professor, reaching out at all shows an interest in the course and in doing well, which goes a long way with professors. Don’t be afraid to reach out to them if you are struggling. Most of the ones that I have encountered are incredibly kind and understanding, and they are especially willing to help you if they know you care about their class. E-mailing them gets them to recognize and remember your name, which is a big deal. I had a really strict professor give me a two-day extension on some homework problems when I was dealing with personal issues, simply because I asked. He gave it to me without question, except to ask if I was all right; our pre-established E-mail Relationship probably helped me secure that extension, since this was not the first time he heard from me. Remember, professors are people, too! Don’t be afraid of them, and remember, e-mail is your friend.

Let me know if The E-mail Relationship works for you!

Molly

getting physical (GoGo/Tadashi)

Title: getting physical
Summary: According to Einstein, “gravitation cannot be held responsible for people falling in love.”  Not even two physics teachers. / GoGo&Tadashi, teacher!AU, oneshot.
A/N: *sobs* how did I write 4000+ words about this scenario? NO ONE KNOWS. for meochis, who requested this way, way back.

[Read and review here] or continue under the cut.


Scenario: team-teaching!AU


San Fransokyo Preparatory School is known for three things: its beautiful campus, its small class sizes, and its science program.

Thus every fall, Leiko Tanaka (“GoGo,” to her friends and colleagues) makes the trip up the tidy white steps and through the shiny glass doors to her classroom, where her eighteen students for the coming year wait. Already, they have made themselves at home, voices tumbling over each other as they talk about their summers. In the corner, two boys have turned their desks around so they can play a game of finger soccer, flicking a tiny ball of paper between themselves, while the girl beside them has started organizing the contents of her pencil pouch.

Keep reading

How to get into the best school possible

1. Be a student who puts in effort towards your schoolwork and outside activities, striving to find the things that make you curious and passionate, and giving school the appropriate weight amongst all of the other things in your life.

2. Decide How You Define “Best” by exploring what is most important to you in you education. Pay special attention to things like what kinds of environment you tend to like academically and socially. Try to go a step further and recognize why some things are important (is it personally important to you to have small class size, or is it just something you’ve heard you should want).

3. Take stock of your academic credentials and then find schools that match your package academically. Know that extracurriculars are great and important and a vital part of your application, but that they won’t work miracles if your numbers aren’t in range.

4. Talk to your parents about finances before you start applying. Know what your full picture looks like, if there is any money saved, if you qualify for financial aid, if your parents will co-sign a loan, if your planned future career will make taking loans out a good or bad investment. Be realistic before you get your hopes up for a school you just can’t afford because “best” is also absolutely about best price.

5. Put a great deal of effort in on your applications and start early. Work on your essays, put thought into your supplements, give your teachers months to get your recommendations together. Spend time cleaning your resume to make the best possible use of the space the commonapp gives you. Try to be submitted a month in advance to give yourself enough time to fix any problems that might come up.

6. Wait. Distract yourself. Apply for scholarships (even small ones! they add up!) in the meantime.

7. Consider your options. Its more than likely if you picked good realistic schools that you’ll get a few to choose between. Compare financial aid packages, take the time to call the offices and do the “Your rival gave me 5K more a year, but I really like you better but that’s a lot of money” game. Visit the schools and go to admitted students day. Talk to people. Get a real feel for the schools that you might be attending.

8. Pick the school that your heart wants. You might be leaning towards one school or another when it comes time to pick, so listen to your heart. You often really want one school, but just don’t want to discredit the other options too early. Listen to your heart (but give your wallet a megaphone!)

Learn to teach Earth and space science in New York City through the Master of Arts in Teaching Urban Residency Program at the American Museum of Natural History; the first urban teacher residency program offered by a museum.

  • Full-time 15 month program with stipend
  • Small class sizes and one-on-one mentoring
  • Science coursework at a world-class museum
  • Learn to teach in a supportive nurturing environment
  • Work alongside scientists and urban teachers
  • Graduate with real-world teaching experience
  • Ongoing professional support following graduation

Share your passion for science and learning. Learn more on our website, or during a webinar on Wednesday, January 14.

Hello class!

My name is Richard Smith, you may call me Mr. Smith, and I’ll be your English teacher for the year. Umm… small class size. There’s only 11 of you?