teachers resources

Solar System: Things to Know This Week

10 Tools for the Armchair Astronaut, or  How to Explore the Solar System from Home

At this very moment, spacecraft are surveying the solar system, from Mars, to Saturn, to Pluto and beyond. Now you can ride along to see the latest discoveries from deep space. For this week’s edition of 10 Things, we’ve assembled a toolkit of 10 essential resources for the desktop astronaut.  

1. It’s Like Facebook, but for Planets

Or is it more of a Hitchhiker’s Guide to the Solar System? Whatever one calls it, our planets page offers quick rundowns, as well as in-depth guides, for all the major bodies in the solar system. Explore from the sun all the way to the Oort Cloud.

+ Peruse the planets
+ See how objects in the solar system stack up against each other

2. Keep Your Eyes on This One

If you still haven’t tried Eyes on the Solar System, you’re missing out. This free, downloadable simulation app lets you tour the planets and track the past, current and future positions of spacecraft–all in 3D. Eyes on the Solar System uses real NASA data to help you take a virtual flight across both space and time.

+ Prepare for departure

3. Dateline: Deep Space

With so much exploration underway, discoveries and new insights into the solar system come at a pace that borders on bewildering. NASA is rewriting the textbooks, literally, on a regular basis. Relax, though: there are several easy ways to stay up to date with what’s happening in space.

+ See the latest headlines
+ Stay connected on social media: Twitter, Facebook, Instagram
+ Find more top NASA social media accounts

4. Space? There’s an App for That

NASA offers phone and tablet apps for star gazing, pictures, news, 3D tours, satellite tracking, live NASA TV and many other kinds of info.

+ Start downloading
+ See other cool apps

5. A (Very) Long Distance Call

We’re in constant communication with spacecraft all over the solar system. The Deep Space Network is a global network of giant antenna dishes that makes it possible. With this online app, you can learn how it works – and even see which spacecraft are phoning home right now.

+ Deep Space Network (DSN) Now

6. Collect ‘Em All

Spacecraft 3D is an augmented reality (AR) application that lets you learn about and interact with a variety of spacecraft that are used to explore our solar system, study Earth and observe the universe. Print out the AR target and your camera will do the rest, making the spacecraft appear in 3D right in front of you. Learn more about these robotic explorers as they pop up on your desk, in your hand, or on your dog’s head.

+ Download Spacecraft 3D
+ See more cool 3-D resources from NASA

7. Ever Wanted to Drive a Mars Rover?

This site will give you a 3D look at the Mars Curiosity rover, along with some of the terrain it has explored. It will even let you take the controls.

+ Experience Curiosity

8. More E-Ticket Attractions

But wait, there’s more. NASA offers a variety of other fascinating (and free) online experiences, all based on actual data from real missions. Here are a few to explore:

+ Mars Trek
+ Vesta Trek
+ Moon Trek

9. The Universe Is Our Classroom

Studying the solar system makes for a compelling route into learning and teaching science, engineering and math. We have some great places to start.

+ Find resources for teachers
+ Build your own solar system with your classroom

10. Bring It on Home

After you’ve toured the far reaches of the solar system, you can always come home again. When you have spent time studying the harsh conditions on our neighboring planets, the charms of a unique paradise come into sharp focus, the place we call Earth.

+ Watch a real-time video feed from Earth orbit
+ See a daily global view of our planet from a million miles away
+ Hold the earth in your hands with the Earth Now mobile app

Discover more lists of 10 things to know about our solar system HERE.

Follow us on Tumblr for your regular dose of space: http://nasa.tumblr.com

To anyone doing GCSE English lit next week (or any English GCSE/A levels/iGCSE)

This guy used to be my English teacher and was the best teacher I’ve ever had. This is his youtube channel! Videos include:
Everything you need to know about An Inspector Calls (works up from C to A* grade with step by step what you need to write)
Everything you need to know about Of Mice And Men (same as with an inspector calls)
How to use commas and full stops (he’s amazing and taught me to punctuate)
How to do the English Language Exam
How to structure a literature essay in 3 minutes
How to write about an unseen poem
How to choose and plan a question
An A* in Of Mice And Men in 2 minutes
What to do if you’re stuck in an exam (3 minutes)
Examiner’s Advice (Language exam)
Quick Unseen Poems (3 minutes)
How to improve your english teacher
You will also find info on controlled assessments, analysis of poems, how to revise, more detailed analysis of books and plays including Lord Of The Flies and To Kill A Mockingbird, and how to get A*s in English

Free monthly calendar printables

I hereby present to you my first ever printables!! Freely available to you all with the below stated features:

  • Consistent theme: July 2017 to December 2017 currently available (If you’re picky like me feel free to request all previous months to remake your planner and have it consistent all year)
  • 5 colours to choose from!!!
  • Sunday start (will make Monday starters if I get enough requests)
  • Notes section
  • Extra space along top to allow for hole punching/binding

You can download these printables HERE

I hope you like these! I’d love to see you using them so feel free to tag me in any photos you post with #lilystvdies on tumblr and my username @lilystvdies on Instagram and I will like/reblog them!
I hope to bring out many more printables in the future so feel free to send me requests!

These printables are for personal use only, do not remove my credit or redistribute them without my permission.

Worst part of the debate for me was when Christy Clark feigned responsibility for the BC Liberals 10+ years of education cuts and a war on teachers.

I graduated in 2006. I lived through those education cuts. I remember going to school in crowded classrooms, hearing teachers fired all the time, schools closing, and teachers never having enough supplies or resource. Many teachers had to hold fundraisers to pay for basic supplies.

Christy Clark acted like she did nothing wrong. She was the Education Minister when those cuts began and as Premier she continued them. It took the Supreme Court of Canada to force them to re-fund education.

I was furious hearing my Premier pretend that the last 10 years didn’t happen. I do not get angry often, but this pissed me off.

If nothing else, the BC Liberals should be voted out on this issue alone. My generation’s education was devastated by her party.

Do you have school-aged children?

I am a teacher. I’ve been a teacher for nearly twelve years. I’ve seen a huge number of education changes happen during this time, but I am worried about what is happening in education right now - and I am not sure that the general public are aware of the extent of the difficulties we face.

Let me start by saying that I am not concerned about my pay. I don’t want more money. I am not asking for your concern about my wages.

What I am concerned about are the cuts that the Conservative government are making to education - huge, life-changing cuts that are having a detrimental effect on the mental health and well-being of a massive number of children and young people.

This is going to be long, but if you have children, please bear with me and read to the end.

1. The new GCSE system

Michael Gove started his annihilation of the A*-G GCSE system back in 2010, and this year we see the first string of examinations take place. “More rigour” was the battle cry. However, did you know that the new GCSE English Literature exam - including the poetry exam, requiring study of an anthology of 15 poems - is closed-book? This means that no student will be given a copy of the text in their exam - not even SEND (special educational needs and disabilities) students, many of which have recall and memory problems.

The GCSE English Language exam uses extracts from heritage texts that carry a reading age of approximately 17. The average reading age of a GCSE-level student is 14. So why are we asking our students to read and analyse texts that are aimed at someone with a reading age 3 years above their own? Some of my students have a reading age of 9. They cannot in any way access the papers. In addition to this, the papers are up to 2hrs and 15mins long, often with a high number of questions - the Edexcel GCSE English Language paper 2 is equivalent to a mark a minute. I am seeing students who want to succeed breaking down as they simply cannot fit it all in - to understand and then interpret a text in such a small amount of time is extremely difficult for some students, and so what we are seeing is an increasing number of students switching off from their education as they simply write themselves off as ‘stupid’. You can see the Edexcel GCSE papers for English language here: https://qualifications.pearson.com/content/dam/pdf/GCSE/English%20Language/2015/specification-and-sample-assesment/GCSE-English-Lang-SAMs.pdf

I can only speak for English as it is my subject, but what I know is in existence across the whole curriculum is this: the Conservative government and Ofqual have released a new 9-1 grading system - but have only just, one month before GCSE exams commence, launched any real model of what each grade looks like. For the last two years, teachers have been working to help students achieve grades without knowing what those grades look like. We were told that a 9 was an “A**”, reserved for the top 3% of the country, and we were told that a “good pass” would be a 5 and equivalent to a high C/low B, and that a 1 would be equivalent to a G, but that’s it. Last month, they even changed that - making the new “good pass” a 4 for students - but to add insult to injury, kept the “good pass” at a 5 for schools when being graded for league tables.

Confused yet? Imagine working in it.

We still don’t know how the new GCSEs are going to be graded. We probably won’t know for sure until after the exams. The Conservative government are talking about “rigour” whilst simultaneously asking us to teach a system that has such little “rigour” that nobody even knows what a student needs to do to achieve a 9 grade.

Schools are in disarray as they know one thing to be true - if their GCSE results are bad, Ofsted will swoop in, prepared to announce them as “requiring improvement”. This will happen despite the fact that even though we have repeatedly asked for clearer guidance and clarification on exactly what we can do to help students achieve the best they can, we have not been given anything. Nothing at all.

The goalposts are *still* moving, even now - and some of your children are sitting these exams in less than a month.

We are risking entering a time where the Key Stage 4 curriculum consists of teaching to the test and not much else. This goes against everything that most teachers stand for. Teaching to the test is boring. It doesn’t help students to love their subjects; it kills any enthusiasm they ever had. Last week, I had a 90-minute discussion with my GCSE English group about whether Hyde (from Stevenson’s story) was really a person. It ended with the students asserting that Hyde was never a person; he was not even a personality - Hyde was simply an excuse. These GCSE students - aged 15 - critically evaluated the novel and its interpretations, deciding that Jekyll and Hyde is actually a story about choice, rather than split personalities or hidden evil. It was incredible. I walked away worried that I’d wasted an hour and a half of exam practice. This should not be happening.

2. Excessive Testing at Ages 7 and 11

I am going to give my professional opinion on this, as someone who works at the chalkface: these exams are completely arbitrary and do not test the skills required for success at GCSE and in adult life.

This year, I had a cohort of Year 7 students arrive at my school having not written a proper story for over a year. They knew what a fronted adverbial was, and how to spot an internal clause, and even what a preposition was - but when I set them a task to write a story, they broke down and cried. They cried. I asked them to write a story - something that should be incredibly enjoyable and an adventure, regardless of your level of ability or need - and they couldn’t do it. They knew the nuts and bolts, sure - but had no idea how to put them together in any meaningful way. They had ideas, but no confidence.

My year 7 cohort had some of the highest SATs scores we could have hoped for - many of them with scaled scores of 115 and higher (scaled scores go from 80-120, with 100 as an 'average’), but their first creative writing piece was a huge failure, and I felt like a failure. We’ve since done a huge amount of work on story writing and creative motivation to develop their confidence and bring their marks up, but this has taken time from us that could have been used to develop their analytical skills, to develop their use of imagery and tone, to help them become more critical thinkers. I should not be teaching students how to piece a story together at secondary school.

I completely agree that students need to leave primary school 'secondary ready’. However, I do not think that testing students’ ability to identify grammatical items over their ability to compose a creative piece is the best way to do it. It only increases student anxieties when they arrive at secondary school only to find that they have no idea how to approach their secondary-level subjects.

I have a firm belief that testing students does not make them better learners. What should be happening is this: teachers should be being given the freedom to develop their students’ motivation, creativity, critical thinking, enthusiasm and, most of all, their passion. Students with passion always, always succeed.

This Conservative government seem to think that “rigour” means taking education decisions out of the hands of teachers. Michael Gove - a journalist - started this course of action. He criticised us when we told him it would not work, and pressed ahead regardless.

Multiple studies have shown that the mental health of children is suffering under this government. This has been known as far back as 2015: http://www.independent.co.uk/news/uk/politics/over-focus-on-exams-causing-mental-health-problems-and-self-harm-among-pupils-study-finds-10368815.html with 90% of teachers agreeing that SATs preparation is harming students’ mental health: https://www.tes.com/news/school-news/breaking-news/nine-10-teachers-believe-sats-preparation-harms-childrens-mental

3. Grammar Schools

We do not need grammar schools. We don’t. If we increase funding to all state schools to a level reflective of needs, allow teachers to develop a ‘grammar curriculum’ (lots of extra-curricular, increase independence of teachers), give schools ‘grammar resources and invest in better pastoral care (decent behaviour interventions that selective grammars don’t need) then we won’t need grammar schools. Don’t let Theresa May fool you.

The Conservative government say that working class students need a decent chance to succeed, and so she wants to build grammar schools above investing in local state-run facilities? Riiiiight. It’s a clear fact that house prices in catchment areas are higher. It’s a clear fact that middle-class families usually spend on tutoring and so more middle-class children get into grammar schools.

Why do we need to build more schools when we can just give more money to existing ones?

It’s easy to improve a school. Stop cutting funding and invest in decent support services. Which leads me to…

4. Cuts to Funding

When I entered teaching in 2005, most classes had a learning support assistant (you may know them as a TA). These people were incredibly important - they worked with SEND students, BESD (behavioural, social and emotional difficulties) students, assisted with students who had been absent or were having trouble accessing the curriculum and they did this on minimal pay, with minimal complaint. I once taught a class where two girls, twins, had complex SEND needs, spoke no English, could speak Arabic and German but couldn’t read it, and had no social skills. My TA was incredible, and she developed a whole scheme of picture-based activities for them to help them become happy, capable members of society.

This government have cut spending on education to the point where these TAs are rare, or simply don’t exist.

Now, teachers are asked to develop the progress and achievement of these students alone. If your child is dyslexic, they no longer have the ‘luxury’ of a TAs attention or time – instead, it is their teacher’s job to accommodate them. Believe me, this is something we want to do. If we had the ability, we’d break off a little bit of ourselves and sit with them as much as we could. However, the average class size is 30, and this is impossible. We are told we are failing when our most vulnerable students do not achieve, but when you have 30 students, it’s not always easy to give every vulnerable student the time you wish to give. TAs allowed every student to progress and achieve as they allowed the class teacher time to develop clear schemes of work that could be worked on separately to the class, alongside the main learning. Now, dyslexic students are at the hands of often newly-qualified teachers who are still developing their differentiation skills and do not always have the time or resources to make good things happen. This is a direct result of funding cuts.

This isn’t just about SEND students, either. The excessive cuts to education mean that many schools are now in a situation where they are considering making cuts in the curriculum and getting rid of specific subjects, usually the arts: http://www.independent.co.uk/news/education/education-news/education-schools-struggling-financially-axing-gcse-a-level-courses-cutting-class-trips-headteachers-a7620931.html

Students today are being denied the opportunity to access the arts – the subjects that make them well-rounded thinkers, evaluative learners and creative, motivated individuals. I find it hard to stomach that due to excessive Conservative cuts, students are going to miss out on drama class, or art class, or music. That they may never know the joy of a school play, or what it feels like to be told to make their own song, or to find their groove when looking at characters in Shakespeare. Why the arts? Well, because they don’t add “rigour” – the new E-Bacc asks schools to focus on students getting English, maths, science, a language and a humanities subject – there is no requirement for arts. When you’re a cash-strapped school and you face a poor Ofsted report if your results are bad, why would you waste time and money on a qualification that, to the government, doesn’t count? These decisions are being made every damn day, because the government have headteachers over a barrel. You must succeed. You must get above average pass rates (which is in itself ridiculous; there will always be half below average). You must push out students with E-Baccs. If you don’t, we will academise you.

Are we here to provide exam factories that churn out identikit students? We’ve already seen a cut in vocational qualifications and a rise in mandatory GCSE resits in English and Maths. Therefore, if your daughter has her heart set on becoming a mechanic, she may not have the opportunity to even access a course until she is 18 – in the past, she could have done this at age 14, by choosing a vocational mechanic course as an ‘option’ – but hey-ho, these have been cut. Instead, she will have to do the same GCSEs as everyone else, and if she can’t get that “good pass” in English, well, then she’ll just have to resit. And if she doesn’t get the “good pass” the next time, well, she’ll just have to resit again. Until she is old enough to walk away. Why are we putting our students through this? Why aren’t we nurturing a child’s natural enthusiasm?

I taught a GCSE class back in 2009. It was a ‘bottom set’ class; they made my life hell but overall, were decent kids who just hated English, one of only two subjects they did at school as the rest of the time they were out doing vocational courses. They mainly got Ds in English, despite my best efforts. One own his own garage now. One runs her own hairdressing business. One builds motorbikes. One runs his own farm. Nowadays, these students wouldn’t stand a chance.

Cuts also affect the level of pastoral support that exists in schools. The best schools invest clearly in the wellbeing of their students by providing them with mentors, non-teaching year leaders, behaviour liaison officers and pastoral teams. Remember ‘Educating Essex’? Those ladies in the office who worked with the kids to get them back into class and enjoying education? Those are the important people. Those are the ones we are losing.

To end this massive rant, I want to point you towards the amazing-yet-horrifying website ‘School Cuts’ – www.schoolcuts.org.uk. It allows you to look at any school in the country and see the level of cuts, with a calculation of how many teachers it is equivalent to. I don’t think many people in the UK really understand what we are up against here. Here are a few figures that mean something to me:

Hove Park School, Brighton & Hove: -£940,335 in cuts – equivalent to 25 teachers or -£659 per pupil

The Burgess Hill Academy (formerly Oakmeeds Community College), Sussex: -£273,426 / 7 teachers / -£340 per pupil

Bridgemary Community School, Gosport: -£421,065 / 12 teachers / -£797 per pupil

Sir Thomas Boteler CofE High School, Warrington: -£132,685 / 4 teachers / -£211 per pupil

Durrington High School, Worthing: -£474,491 / 13 teachers / -£274 per pupil

This is horrifying. These cuts mean that your children are absolutely not getting the education they need or deserve – all thanks to apparently “unavoidable” cuts made by a government who have already cut corporation tax, can afford themselves an 11% pay rise, can reduce inheritance tax and make allowances for the very rich.

I know that you may not like the leaders of the other parties very much. I understand that Brexit plays a part. However, students are arriving to school hungry, and we no longer have the funds to provide for them. We are being forced by this government to pressure students through a horrific, class-led system that discriminates against anyone with educational needs and that none of us agree with - and changes to strike laws mean that we can’t even protest it the way we want to. Brexit is happening, for now. Don’t be blinded by May. She wants you to be blinkered and she wants you to ignore the massive demolition of education. Don’t give her what she wants.

A vote for the Conservative government is a vote that gives them a mandate to ruin the lives of young people today - unless Conservative voters work with us to stop these cuts. I urge you – please look at the schoolcuts website, please take in just how much is being cut from your local area and PLEASE look at the other parties’ policies on education. Challenge your Conservative MP. Ask them to fight for change too. This is an issue that does not need to be red or blue!

Teachers should control education. Not politicians.

If your school is striking this term, please understand that we never want to deprive anyone of education. Strikes are always a last resort and always happen when we are not being listened to. The media will try to spin it and tell you we are all selfish misers who want better pay. We don’t. We want an end to a broken and corrupt system that exploits children and benefits the rich - that is all. Support your local schools, help out where you can - and vote for a party who will bring the humanity back to education.

—  Okay, I know I haven’t posted in a while and this post is incredibly long. However for the last week I have been studying and preparing for my mock exams, around 5 hours each night. Want to know why I’m studying for so long for MOCKS because everything we need to learn is incredibly long, we have to learn a Shakespeare play plus a 19th century novella and everything else. I am a dyslexic student and the closed-book exams are ridiculous, ever heard the quote “you can’t judge a fish by its ability to climb a tree” this is what they are doing. This status is making its way around Facebook after a teacher called Rebecca Bradley posted it highlighting what’s going on. It’s seriously messed up and needs to change not just the GCSE’s but budgeting.
Midheaven 101

The Midheaven ( MC ) is the cusp of the tenth house of the natal chart and one of the most important aspects of your birth chart. Your Midheaven represents your career paths, goals in life, reputation, dynamic with authority figures and how you handle authority, and represents your overall life goal.


Fire signs + Air signs = Need a lifestyle and career that is not shaped by routine. They need excitement, social interactions and seek new opportunities. 

Earth signs + Water signs = Enjoy a steady routine in both their career and relationships. They need stability, commitment and like to take things slow and steady.

* note the rest of your birth chart may influence your needs and wants.

Midheaven in…

Aries: Natural leader,competitive and bit of a risk taker. Aries in Midheaven may struggle with finding a job the settle down with for they hate routine. They are great at taking projects head on and guiding others to success since they hold a firm assertive grip when they take charge. Most of the time an Aries in Midheaven’s goals are pretty clear to them and they will do whatever they can to be on top.

Ideal Careers: Law enforcement, Entrepreneur, Athlete, Medical 

Taurus: Patient, hard-working and frugal. Taurus in Midheaven enjoys a nice steady job and takes a steady path with their relationships. They an eye for beauty and naturally gravitate towards it. They are very focused on financial security and are frugal spenders. They often keep their eye on one goal at a time so they can invest every ounce of them into it.   

Ideal Careers: Insurance, Architect, Stylists, Chef

Gemini: Great at communicating, adaptable and logical employees. Gemini in Midheaven seeks jobs tied to no routine and may change their career paths multiple times. They are charismatic and they seek opportunities that allow them to communicate often. They have multiple ideas at once being hard for them to stay focus on one task at a time and deal with situations logically as oppose to emotionally.

Ideal Careers: Consultant, Communications, linguists, Engineer

Cancer: Caring, compassionate and intuitive. Cancer in Midheaven strives for a steady life with their job and personal affairs. They are great at taping into others emotions and use this as a tool to negotiate. They think before they act upon their desire actions making them great organizers and planners. Midheaven in Cancer means you can’t take too much at once and need time to recharge before the next task.

Ideal Careers: Teacher,  Human Resources, Medical, Carpentry 

Leo: Natural leader, enjoys being in the public eye and courageous. Leo in Midheaven can’t handle too much routine but can be at ease with settling down. They shine with public attention and enjoys a glamours lifestyle. They have the confidence to voice their opinion and to take charge. A Midheaven in Leo may need to be watchful of how they express their ideas for it often comes off as arrogant but thats only because they are so sure of their ideas.

Ideal Careers: Event Planner, Performer, Media Communications, Fashion Designer

Virgo: A hard worker, organized and analytical. Virgo in Midheaven isn’t afraid to take career risks to help them get ahead of the game. They enjoy being a steady and organized lifestyle and love to be a service to others. Having a Midheaven in Virgo means you contemplate on things before you do them and really think long and hard on where exactly they want to go in life.

Ideal Careers: Medical, Campaigning, Finance, Research 

Libra: Sociable, diplomatic and has a great sense of justice. Libra in Midheaven are excel at understanding both sides to every situation and are great a creating pros and cons before making a decision. They strive for beauty in life and come off with poise and charming. They are often aware of their own reputation so they are careful with how they are coming off. They can be indecisive when making decisions because they really need to take time to reflect on every pros and cons. 

Ideal Careers: Fashion Designer, Law, Social Affaris, Interior design

Scorpio: Passionate, self-motivated and great at sympathizing with others. Scorpio in Midheaven takes note in what they achieve in and works on strengthening it and will do whatever it takes to reach their final goal. They may overwork themselves too hard so they must understand their own personal limits. Midheaven in Scorpio creates a big picture of what they want and become frustrated and shut downs when they cannot get what they want.

Ideal Careers: Pharmacists, Psychiatrist, Criminologist, Medical

Sagittarius: Philosophical, intuitive and restless. Sagittarius in Midheaven fears routine and needs exciting everyday interaction. They thirst for adventure and make natural educators. They are great multi-taskers and can take on more than one project at once. They can get bored easily leading to a lack of motivation and may have trouble with being open minded to other thoughts and opinions.

Ideal Careers: Philosophy, Legal Careers, Therapists, Teacher

Capricorn: Patient, hard-working and wise. Capricorn in Midheaven strives for success and is an ideal employee. They make great leaders who are task orientated. They work hard and like to keep climbing up the leader of success and seek public recognition for their work. Competitions helps motivate them and push them to do better since they want to be the best. Capricorn in Midheaven makes you a reliable worker though they can often get to wrapped up in work putting a strain on personal relationships.

Ideal Careers: Politics, Economics, Advertising, Finance

Aquarius: Humanitarian, cooperative and flexible. Aquarius in Midheaven are skilled with coming up with new ideas and putting them into action. They need variety and change in the work filed or else they will become bored. They may come across arrogant but only because they have everyone’s best interest at heart and want to make sure everything goes according to plan. They work well with a team and can really make sure everyone is involved with sharing in the discussion. 

Ideal Careers: Science, Research, Counseling, Media

Pisces: Imaginative, sensitive and compassionate. Pisces in Midheaven are great in channeling their intuition and need their own space from time to time. They are most followers than leaders and would avoid taking big risks. They are very idealistic but can slack off from time to time. They are very spiritual and are often in-tuned with energy.  

Ideal Careers: Photography, Veterinarian, Writing, Architecture

Here is a template of what I use to inform my teachers of my name and pronouns at the start of the school year: 

I am a student in your [period, subject] class. I am getting in contact with you to let you know that my name will probably show up on your roster as [birth name], but I go by [name] and use [x/y/z] pronouns. I will be putting [name] on my assignments. Please use my pronouns and call me [name] in class and when you do attendance. 
If you have any questions or concerns, you can ask me directly at my e-mail address here: [email]
Thank you, 
[full name] 

I also like to CC/BCC a guidance counsellor/principal/parent of all communications with my teachers regarding properly gendering me and such so they are aware of any situations that may happen. 

I know it can be hard to start a new year and have new teachers and classed but you can do it! 

Hogwarts Houses as Steven Universe Characters (Alternate)

Gryffindor- Ruby, Sadie, or Amethyst because they’re brave, ruby and Sadie are chivalrous, and Amethyst is very bold.

Slytherin- Aquamarine, Onion, Connie, Sapphire, or Jenny. Because they’re cunning and ambitious. Aquamarine is cunning and sly. Connie is ambitious and cunning, Sapphire is Ambitious and has her family and girlfriend’s back. Jenny is quick witted and cunning. Onion is cunning, ambitious, quick witted, and resourceful.

Ravenclaw- Either Pearl, Peridot, or Garnet. Garnet is witty and resourceful. Pearl and peridot enjoy learning. Peri is an engineer and a fangirl, which means she’s very creative and ingenuitive. Pearl is an inventor and a teacher, which means she’s resourceful and loves to learn and teach.

Hufflepuff- Steven cause he’s hard working, loyal, and true.

anonymous asked:

Mall Cop here. Shared about service animals and homophobic coworkers. I have great news! In a few months I can quit this job and share all the tea I've been holding in because I just got another job as Exceptional Children resource teacher!!! Now being in Student Loan Hell feels a little better because at least I now have a job in my field.

How to Study for a Biology Exam!

So, you have a big biology exam or test coming up? Need tips and a plan? Read below to find out a super effective sample study plan + various helpful tips! 

14 Day Sample Study Plan

I used this study plan over 2 weeks and felt really confident before and during my biology midterm, which covered 5 units and over 40+ objectives! The most it will require will be 3-4 hours per day, and the least will be 1 hour per day.

Day 1 - Prep Day

Skip if your teacher has provided a study guide. Compile a list of “objectives” that cover all of the key info points that you will be required to know for the test.

- Ex: If the test is on Cells and Transport, and you’re required to know what Endocytosis and Exocytosis are, an example of an objective would be “I can describe the processes of endocytosis and exocytosis.”
- The format of an objective is “I can (explain/understand/describe/other verb) (key info/words).

2. Break the objectives into 7 sections. Note down the textbook sections that correspond with the objectives.

3. Create a quizlet with all vocabulary words.

Day 2 - Objective sections 1, 2 and 3

Read all textbook sections for objectives from sections 1, 2 and 3.

Create a document containing the answers for sections 1, 2 and 3. Include diagrams, etc.

Review the vocabulary quizlet.

Day 3 - Objective sections 4, 5, 6 and 7.

Read all textbook sections for objectives from sections 4, 5, 6 and 7.

Create a document containing the answers for sections 1, 2 and 3. Include diagrams, etc.

Print/create a study guide booklet containing all the answers for the objectives. This will be an incredibly important tool in future days, so make sure you complete it properly!

Review the vocabulary quizlet.

Day 4 - Objective section 1.

“Pretest” your knowledge of the objectives in sets of 3. Try answering 3 objectives, and note down what you do know and what you don’t know. Refer to the study guide booklet for answers and see what you forgot to mention.

Either reread the textbook sections, watch 1-2 videos or read 1-2 webpages per objective to solidify understanding. If needed, do all 3. Do this in the sets of 3.

Once done working through the sets of 3, Retest all of the objectives in the section at once.

Repeat step 2 for objectives that are still weak, and physically rewrite the answers in the study guide booklet word for word to memorise them.

Create study cards for concepts that you still don’t completely understand.

Create a document listing objectives you still don’t completely understand.

Review the vocabulary quizlet.

Day 5, 6, 7, 8, 9, 10 - Objective Sections 2, 3, 4, 5, 6, 7.

Repeat all steps for Day 4 with the respective objectives above. Day 5 goes with section 2, 6 with 3, etc.

Day 11 - Review of difficult concepts.

Refer to the document listing objectives you still don’t completely understand, and review them. Watch videos, read textbook sections, draw diagrams, etc to totally and completely solidify your understanding of those concepts.

Review the vocabulary quizlet.

Day 12 - Pretest of difficult concepts.

Pretest the difficult concepts. You should have them totally mastered by now, but if not, reach out to a friend or teacher for help.

Use the “test” mode on quizlet to see what percentage of vocal words you’ve mastered. Star words you haven’t mastered.

Day 13 and 14 - Final brush up and review.

1. Test yourself with online quizzes.


Learn stuff generally, and then specifically. Master general concepts before understanding specific ones.

Draw diagrams!!! This is extremely helpful for visual learners, as it helps with memorization.

Make “aesthetic”, handwritten pages of notes. I find this helpful as I’m a visual learner.

Watch videos. This is so helpful for auditory and visual learners, and actually seeing what a process.

Use past exams/tests to see what you struggled with and try answering all the questions again.

Rewrite notes you took in class to solidify them.

Use resources your teacher has provided, as they’re the only ones that know whats on the test!

Create vocab flashcards at the beginning of a unit to use when studying for the unit assessment.

Hopefully this has been helpful!! Have fun studying :)


- Your resource teachers/parents teaching you that it’s not okay to be angry ever but see no problem flipping out at you when you have made them angry

- Being called the r slur

- People telling you that you’re so lucky to not be “full blown” as if being more severely affected makes you less of a person

- Autism being reduced to a joke on the Internet

- Forced to interact with children you have nothing in common with because they are also autistic

- Being dragged to loud social events by family and they get annoyed at you when you’re uncomfortable and irritable

- Not having more than 2 regular friends

- Being bullied/harassed for being different to everyone

- Your talents discredited by peers because you have an assistant that just helps you understand what you’re doing and to keep you on-task

 - Being diagnosed late and thus having less developed fine motor skills

 - Being told to stop fidgeting when you’re stimming

 - Being told to use an “inside voice” whenever you open your mouth to speak

 - Not being told a thing about your condition and expected to go find out everything yourself

 - People being sarcastic to you on purpose because they know u don’t get it

 - Friendships ruined because you are not good at emotional support and often forget small things

 - Being supremely good at one thing and having little skill in anything else

 - Doctors telling you that you don’t have any empathy or you do not show emotions

 - People not believing you because a family member of theirs is autistic and acts nothing like you

 - Having a meltdown and being told to stop being a drama queen

 - Family telling you straight to your face “you’re not normal”

 - Neurotypical people trying to talk over you when you’re speaking about autism

 - Being held to an insane standard because you are expected to be smarter and more capable than neurotypicals at everything 

- Your resource teachers regimenting you to become some kind of obedient, malleable, calm, almost robot-like person who never questions and always does what you are told

- feeling weak and pathetic for hours after a meltdown

- Feeling sad when you see other autistic people being babied by their guardians

- Being made to feel like neurotypicals know whats good for you and what isnt and that you dont really know yourself as well as they know you

- The most renowned organization on autism misrepresenting you, giving the message that you’re worse than cancer and aids combined, is CURRENTLY seeking a cure for autism, and ignores adults with autism because it looks less ugly when people think it’s a “childhood condition”

- So many things are sensory hell

- Huge parties are one hand-touch from a stranger away from meltdown city

- Feeling like you’ll never be independent, that you’ll always need someone to take care of you

- Unable to adapt when your routine changes

anonymous asked:

hey so i haven't always gotten the Best grades, mainly because i don't study well for tests. now that i'm entering 9th grade, though, i'd like to change that, but i'm not sure how. do you have any tips for to get my shit together and start studying better / getting better grades?

I applaud you for wanting to change your approach to grades! Some useful tips that have helped me through my high school experience:

  • ask questions in class. this is especially helpful for me in math bc it’s my toughest subject!! remember that there are no stupid questions, and it’s better to be safe than sorry. If you’re really embarrassed to ask for help, you can always talk to your teacher at break or after class.
  • ask your friends to tutor you. Idk about you but I have some seriously genius friends that I’m really close to. IF you don’t have time to ask for homework help while you’re at school, you can always have a tutor-sesh through Skype, FaceTime, or HouseParty!
  • check your grades frequently to see what you’re missing or need to catch up on. this will also help you to know how high you need to score on upcoming tests for you to go up a grade. the Grades app is perfect for this and I check it all the time!
  • put your phone away, leave it upstairs, or use it until it runs out of battery. even if you’re trying to convince yourself that it’s helping you study, it’s probably just tempting you to go on instagram every 5 minutes.
  • take breaks. let your eyes rest, eat something, drink some water, or go to the bathroom. going so much work at one time is NOT healthy for you mentally or physically!
  • don’t wait last minute to finish an assignment unless it is absolutely necessary!!! Set a small amount of time every day until the assignment is due to get it done little by little. That way, you’ll still have time to do assignments from other classes and you won’t be drowning in work the night before it’s due.
  • do the study guides even if you’re teacher isn’t going to grade them.
  • take advantage of the resources your teachers may put online. this could be anything from study guide pdf’s to videos.
  • my best advice to anyone trying to get their shit together is JUST START. Tbh starting is the hardest part. know what you have to do and take the time to do it. it won’t be easy or fast but you’ll be so grateful in the long run.

at the beginning of this year i was struggling a lot w math but now i’ve got a solid A in the class and i just thought i’d share some tips that have helped me bring my grade up! :-)

1. take notes in class - by the time i actually need to go back and review my notes for an upcoming math test, they’re pretty much unreadable. BUT, if you just highlight some theorems, equations, formulas, definitions, etc. and make a few arrows, it can make all the difference later on when you have to read through them.

2. practice outside of class - go online to find practice worksheets or ask your teacher for extra resources to help you. they’ll almost always have other places for you to go to study more, more often than not you just need to take the extra step and ask them.

3. ask your teacher!!! - obviously asking questions in a room full of other students is daunting, especially in math class, but try not to be afraid! a few things i’ve learned are if you’re struggling to understand something, you’re most likely not the only one. and, that’s what math class is for. you’re there to learn, and that’s it. don’t let other students get in the way of that. the teacher is there to teach you.

also, i’ve found personally that i can understand and connect with my math teacher better when it’s one on one. giving up personal time to have a conversation with your teacher about that days lesson can be super helpful in the long run

4. revise - after a lesson or when reviewing for an upcoming test, one of the best things i have found is to just re-write all of the theorems and formulas i should have memorized for the test. you don’t have to write a whole proof or list out why it works (although knowing that is important), if you just make a list and explain things to yourself, maybe highlight key words/concepts and draw some diagrams, it’s will definitely help you

5. diagrams - i’m in honors geometry right now, so i can definitely say for a fact that drawing diagrams is one of the most helpful things i’ve come across. even if it’s tracing a picture from your book and drawing some arrows to show what is what, it will benefit you in the long run.

6. notecards - obviously there are tons of formulas, theorems, drawings, definitions, etc. in math. i haven’t used this method since last year, but it was really effective then. simply take a notecard and draw a diagram/write a formula on one side. you have a couple options now; either write a definition or explanation on the back or write it on the front using arrows to point to different parts of the diagram or formula to show what’s happening. also, i found it especially useful when using this method to get a set of notecards that was on a spiral, so i could have it all be exclusively for math and keep them together.

i hope these help!! i’m sorry that these are all kind of specific to the math course i’m currently taking, but i’m sure that they’ll be beneficial to studying other math courses as well. please message me if you’d like tips on any other subjects, i’m thinking about doing a little series on essays next. thanks so much!!

anonymous asked:

Other than the obvious, what are the differences between a Catholic and public school?

So, I’ll be honest Nonnie, I had a really hard time figuring out my tack on this one. It’s an incredibly broad question. So, I’m gonna focus in on the big issue. One type of school is a government entity, one is not.

But I knew that already? You say.

Yes, but it’s actually far more to it than just where the money comes from. Much of this will apply to the difference between private non-religious schools and public schools as well.

State funded public schools have a whole ton of federal and state mandates that they HAVE to fill. They also have far more regulations of the sort of education and certifications their teachers have to have. I’m not that familiar with the Catholic Archdiocese’s requirements? But from the job postings I see they generally require the same sort of education in their employees that public schools do. However, they’re not REQUIRED by law. So like any other private enterprise the requirements are self set and self policed by the organization. This can be a good thing or a bad thing.

Catholic schools also tend to pay less, and not have as good insurance. Do I have citable evidence for that? No, but it’s one of those things everybody in the industry just kinda knows. There may very well be cases out there where it isn’t true. Why do teachers still go teach there if they can be paid more elsewhere? There are a few reasons. Often they are Catholic themselves and truly believe in the mission of the schools, sometimes they’re less experienced so the lower pay is a stepping stone to a higher paid job or, they like the smaller classes where they don’t have to do as much classroom management.

What’s classroom management you ask? Classroom management is the art of keeping the class on task and interested in learning while dealing with the ‘extras’ By extras I mean the kid in the back that likes to call out, while at the same time the counseling office keeps sending aides up with notes, and this class tends to be talkative so you always have to keep the attention on you.

Catholic schools have far more power over their student population than public schools do. They can kick out and accept anyone for any reason. Now, do they abuse this? Generally no, because then no one would want to go to Catholic schools. But it does mean that the kid who is a constant discipline problem and disrupts class will be kicked out far sooner than in the public schools. Some teachers like this, it makes their jobs easier. Some parents like this as well they feel it makes the learning environment better.

Catholic schools aren’t the best as special education, they don’t have the same system setup that the public schools do. Public schools get some federal money to help defray the costs of extra teachers and resources needed for special ed. Catholic schools don’t.

I can’t really go into class periods, times, lunches etc because that varies school to school even in the public school realm. Catholic schools will have a religious component and you generally have to go to mass.

Sorry if this was really general. If you’d like something more specific feel free to send another ask..


I’ve been following in the footsteps of rad art teacher Todd Elkin, and taking the opportunity to celebrate living/working black artists during Black History Month. If you need some references to finish out the month strong, he put together this amazing list:

Mickalene Thomas
Njideka Akunyili

Eesuu Orundide

Joshua Mays

Aaron McGruder

Emory Douglas

Kara Walker

Abigail Deville

Mark Bradford

Ellen Gallagher

Julie Mehretu

Latoya Ruby Frazier

Kerry James Marshall

Trenton Doyle Hancock

David Hammons

Kehinde Wiley

Chris Ofili

Martin Puryear

Gary Simmons

Faith Ringgold

Allison Saar

Fred Wilson

Yinka Shonibare

Mehreen Murtaza

Wangechi Mutu

Laylah Ali

Nyeema Morgan

Nafis White


Hennessy Youngman

Cauleen Smith

Sanford Biggers

El Anatsui

Leonardo Drew

Rashid Johnson

Kalup Linzy

Jacolby Satterwhite

Arabic Vocabulary #5 Occupations

  • Doctor  طبيب
  • Surgeon  جراح
  • Dentist  طبيب أسنان
  • Oculist  طبيب عيون
  • Engineer  مھندس
  • Lawyer محام
  • Judge  قاضي
  • Merchant تاجر
  • Journalist صحفي
  • Editor محرر جريدة
  • Publisher ناشر
  • Author  مؤلف
  • Poet شاعر
  • Photographer مصور
  • Interpreter مترجم
  • Translator مترجم
  • Writer كاتب
  • Accountant محاسب
  • Singer مغني
  • Actor ممثل
  • Actress ممثلة
  • Goldsmith  صائغ
  • Watchmaker  ساعاتي
  • Blacksmith حداد
  • Carpenter نجار
  • Shoe-maker صانع أحذية
  • Driver سائق
  • Tailor خياط
  • Dressmaker خياطة
  • Dyer صباغ
  • Barber حلاق
  • Hair – dresser حلاق
  • Baker خباز
  • Butcher جزار 
  • Teacher - معلم