tools for teachers


Teacher AU inspired by a real conversation between 2 of my teachers who where both married middle aged men, with families of their own. 

Back to School Resources

Need help with your science homework? We’ve got you covered! Here are some out-of-this world (pun intended) resources for your science and space questions.

Let’s take a look…

NASA Space Place

From questions like “Why does Saturn have rings?” to games that allow you to explore different galaxies, NASA Space Place has a variety of content for elementary-age kids, parents and anyone who likes science and technology topics. 

Visit the NASA Space Place website or follow @NASASpacePlace on Twitter.


Targeting middle-school students and teachers, this NOAA and NASA partnership has games and useful information about weather and other Earth science subjects. 

Visit the SciJinks website or follow @SciJinks on Twitter. 

NASA Education

The NASA Education website includes an A-Z list of education opportunities that we offer throughout the year, as well as education programs, events and resources for both students and educators. 

We have a diverse set of resources for multiple age groups:

Visit the NASA Education website or follow @NASAedu on Twitter. 

Want to get NASA Education materials for your classroom? Click HERE

A Year of Education on the International Space Station

Although on different crews, astronauts Joe Acaba and Ricky Arnold - both former teachers - will work aboard the International Space Station. K-12 and higher education students and educators can do NASA STEM activities related to the station and its role in our journey to Mars. Click HERE for more. 

Sally Ride EarthKAM

Also on the International Space Station, the Sally Ride EarthKAM @ Space Camp allows students to program a digital camera on board the space station to photograph a variety of geographical targets for study in the classroom. 

Registration is now open until Sept. 25 for the Sept. 26-30 mission. Click HERE for more. 

NASA eClips™

NASA eClips™ are short, relevant educational video segments. These videos inspire and engage students, helping them see real world connections by exploring current applications of science, technology, engineering and mathematics, or STEM, topics. The programs are produced for targeted audiences: K-5, 6-8, 9-12 and the general public.

Space Operations Learning Center

The Space Operations Learning Center teaches school-aged students the basic concepts of space operations using the web to present this educational content in a fun and engaging way for all grade levels. With fourteen modules, there’s lots to explore for all ages.

The Mars Fun Zone

The Mars Fun Zone is a compilation of Red Planet-related materials that engage the explorer inside every kid through activities, games, and educational moments. 

Fly Away with NASA Aeronautics

Frequent flyer or getting ready to earn your first set of wings? From children’s books for story time to interactive flight games, we’ve got Aeronautics activities for students of all ages that are sure to inspire future scientists, mathematicians and engineers. 

On Pinterest? We have a board that highlights NASA science, technology, engineering and math (STEM) lessons, activities, tools and resources for teachers, educators and parents. 

Check it out here: 

Make sure to follow us on Tumblr for your regular dose of space:


Some fabulous photos from this weekend’s “Axe to Grind: Forging Your Own Hatchet” class that I taught at The Steel Yard in Providence, RI! I’m extremely pleased with how the class turned out. Everyone went home with a finished forged hatchet, and I’m super excited to run this class again (hopefully in the fall?) We finished off the class with a good round of axe-brandishing and orcish war screaming! It was epic. 

When a parent doesn’t understand that their child requires an IEP in order to succeed...

They’re like

and we’re like …

because we’re still going to ensure that your kid succeeds at school and give him/her what they need…

So I wanted to outline some of the new topics outlined in the new California history-social sciences curriculum to include and celebrate LGBTQ+ history. Because it’s something I’ve been doing a lot of research into and I just think it’s absolutely fantastic. The following is copied from the “Making the Framework Fair” document - a report from the Committee on LGBT History. It’s a comprehensive list of the topics proposed.

> Grade 2: 

• LGBT families in the context of understanding family diversity as a contemporary and historical reality 

>Grade 4: 

• Central roles played by gender and sexuality in California’s history as a site of rich, contested, and changing diversity 

- How settlers and missionaries sought to impose European American concepts of gender and sexuality on Native American societies 

- Possibilities and motivations for same-sex intimacies and gender diversity in frontier conditions and the Gold Rush era 

- The role of gender and sexuality in nineteenth- and early twentieth-century migrant belonging and policing 

- The crucial place of California and Californians in the development of the modern LGBT rights movement 

>Grade 5: 

• Variation over time, region, and culture in colonial American practices and laws with regard to gender and sexuality 

- Native American gender and sexual diversity and European responses in the context of North American colonialism 

- Regional diversity in family and community arrangements, gender roles and possibilities, and approaches to sexuality in law and practice, with attention to Puritans, Quakers, Southern settlers, and enslaved Africans 

>Grade 8: 

• Fundamental transformations in gender and sexuality in conjunction with nineteenth-century urbanization and industrialization 

- Same-sex romantic friendship as an accepted cultural practice resulting from the separate spheres ideology and shifting gender expectations for women and men 

- Roles of gender and sexuality in the practice and struggles over slavery and emancipation 

- Interlocking ways that gender, sexuality, and race shaped Western expansionism and the diverse possibilities it presented 

- Evolving social and cultural expressions of intimacy between men and women (including same-sex relations) through urbanization and immigration

>Grade 11: 

• The evolution of modern LGBT communities and identities 

- Relationships formed in the late nineteenth- and early twentieth-century female worlds of settlement houses, women’s colleges, and social movements

- Sexual and gender diversity in early twentieth-century cities and cultural movements, including the Harlem Renaissance 

- The impact on approaches to same-sex sexuality, gender diversity, and cultural expression of 1920s changes in sexual and gender norms, including Prohibition, the rise of dating, and the emphasis on companionate marriage

- New possibilities in World War II for same-sex intimacy, community, and identity on the homefront and abroad 

- The postwar creation of vibrant if persecuted LGBT subcultures 

- The formation of open and expressive LGBT cultures and communities since the 1970s 

- Contemporary diversity of LGBT people, families, and relationships 

• Twentieth-century persecution of sexual and gender minorities and the related growth of the LGBT civil rights movement 

- The medicalization of homosexuality and gender diversity as pathological and the subsequent struggle against this perspective

 - Systematic World War II attempts to eliminate gay men and lesbians from the military and the establishment of a regime of dishonorable discharge that denied many veterans their rights to benefits 

- The Lavender Scare targeting gay men and lesbians, which developed in conjunction with the postwar Red Scare and exceeded its impact in both time and scope 

- Homophile, gay liberation, and contemporary LGBT movements as part of the story of civil rights activism in the United States 

- Anti-gay activism as part of the rise of the New Right 

- AIDS as a medical, political, and social issue in U.S. history 

- Court cases about same-sex sexuality and gender diversity demonstrating changes in policies and public opinion over time

This is super exciting news for parents and teachers in California. Hopefully the rest of the U.S. follows suit quickly. It’s also important to note that teachers aren’t really being forced to teach these subjects, nor are they yet included in textbooks, worksheets, or other teaching tools very widely. Teachers are receiving trainings, but it will take years to disseminate this throughout the state. 

it changed my life

madhousepan  asked:

Listen, my favorite zukaang headcannon is zuko is seeing aang with hair for the first time and if you can do something with this headcannon I'll be so grateful.

It was early morning when Zuko reached the village and it was already swelteringly hot.  It only took a moment for Druk to curl himself around a tree and patch of shade. Zuko found himself wishing he could join him as he wiped at the layer of sweat at his hairline. He found himself wishing he was bald again; when did hair get so hot?

The town was every bit as tiny and shabby as Aang had described it in his letters, and the people just as kind. They needed new buildings, new tools, new teachers, Aang has said, to finally start to blend in their rapidly modernizing new world. And they needed moral, which is why Aang had recommended he, Fire Lord Zuko, visit them personally, to show they were important to the Fire Nation. So Zuko came.

He wished he had come in the winter.

The townsfolk were very helpful, if not overly so, after a few dozen bows, and offerings of food, and swallowing unpleasantly hot tea, Zuko was told Aang was at the local lake, helping repair a dock.

The dock, Zuko found, was just as shabby and small as the rest of the town, but he was able to walk out safely on it just far enough to look into the water. And there was Aang, a golden-blue-looking blur hoovering just under the wood. Zuko waited, and when he figured Aang was using some sort of water bending technique to breathe down there and could be a while, he kicked a loose rock into the water right over Aang’s head.

He could have sworn Aang smiled up at him from under the water.

“Zuko!” Aang said brightly when he broke the surface, “you made it!”

An unexpected, vaguely unnerving shock tremble rattled through Zuko’s stomach as he watched Aang pull himself out of the water. In the many months apart, Aang had grown hair, quite a bit of it, Zuko saw, as it dripped water into Aang’s face, which was also cut with a scratching of stubble.

A lot about Aang looked different. His cheeks more hallow and body more steady, like he had grown into himself. He looked taller than Zuko remembered, and Zuko was very, alarmingly aware of Aang’s tattoo’s, stretched over his muscles—that didn’t look as lean as Zuko remembered—and skin that looked tanner than Zuko remembered. Zuko calculated quickly in his head. How old was Aang now? Seventeen? Eighteen? How long had it really been?

When Aang had to catch and tighten his pants after they, heavy with water, had sagged down his hip, Zuko noticed a patch of a prominent tan line. Zuko coughed. 

“Yes,” Zuko answered. He cleared his throat. “Hi—Hello. I’m here—You’re here. I just got here—you have hair now.”

Zuko felt Aang’s smile in his gut like a punch.

“Yeah.” Aang said, give his wet hair a shake with his hand. “My scalp kept getting burned here, it’s so hot. I finally just gave up and thought hair might help. It’s just for while I’m here. Your hair’s gotten long, too—“

Aang took a step closer and brought his hand up to touch Zuko’s hair. Water dripped from his bare arm and Zuko pulled away, a little surprised.

“Ha, sorry.” Aang was still smiling; he clearly thought Zuko’s reaction had to do with the water. He brought up his hands in a motions before his chest and, with a quick, slapping gust of wind, the water was blown of Aang and he was dry.

His hair was fluffed and untidy and Zuko felt his mouth dry.

“I’m glad you’re here,” Aang said, closing the distance between them again for a hug, one hand grasping at Zuko.

The sensation in Zuko’s stomach seemed to have exploded.


This flower anatomy print makes a great gift for any botanist or garden enthusiast! Even if you don’t have a green thumb you can hang this little plant up instead. Print by Rachel Ignotofsky

Buy your own flower here at:

On the Warring States Era, child soldiers and why the Hashirama's flashback was sentimental bullshit

Minibang day 03: war/peace

So i would like to talk to you about why the whole Hashirama’s flashback was the utter garbage. I know that this particular flashback is sort of a pinnacle of Kishi’s writing and it could have been - dear lord - so much worse than it is and the hashimada fandom decided to roll with the story it creates, but I’m rather disappointed with it and the overall theme it created for the Hashirama & Madara relationship. Yes, it had a couple of nice scenes and the dynamics between kid!Madara & kid!Hashirama were really good as for a Kishi’s standards. But as a piece of the world-building - I mean as a part of a answer for the question “what was the genesis and the purpose of Konoha (and the village system per se)” - it makes no fucking sense. Hear me out.

It’s my first written meta on tumblr. Actually it’s my first that long text written in english, so pls excuse my mistakes. I’ll do what I can to make myself as clear as possible.

Keep reading

Just look at this for a second! It’s a shot of one student’s pair of tongs from last night, and, well it’s just interesting. First of all, the bolt-jaw-tons are the work, not the piece of metal gripped in them. That’s a tool! And the pair of tongs gripped in the tongs, but by the reins with the reins? That’s not a pair of tongs either. It’s a spacer for the reins of the bolt jaw tongs!!!!!! :)  

We were in the computer and room for Maths and my friend Ben and I were drawing on the Teacher Tool on MyMaths.

Ben drew a human Pepsi logo (it was very fat), pretended to be someone on DeviantArt and drew stupid OCs and, I shit you not, also drew…

Bendy and the Ink Machine vore.

And vore in general.

The teacher was sat behind him.

demonic-madhouse  asked:

Hey, so building a sort of homebrew campaign leaning on D&D 5. Well, basically D&D 5 with very slight changes. However, I would like to implement some system where players can spend rests or free time practising some skill, and get better at it/see some reward for that. Since D&D 5 is kinda stingy with its attack boni/proficience boni etc., do you or your followers have any ideas how that could work without making some characters OP too quickly?

Ooh! One I actually have extended experience with!

Ok, so, I don’t know exactly what your table is looking to do so I can’t speak to your exact group but I do have some good general advice. First off, Short Rests can totally be used to practice skills. So long as it’s considered light activity you can spend a short rest doing whatever and still gain short rest benefits. If, at some point, a character gets an ability that allows them to spend a long rest doing light activity then it would apply to that as well.

As for specific skills:

Proficiency in languages:

groups I’m involved with try to have at least one language they all know that isn’t commonly spoken. In my home brew world, pretty much all languages are easy to come by. So, I allowed the rogue (Kya from my current game) to teach the others the kitsune language.

A character must spend 3 uninterrupted in game weeks learning with someone who already speaks the language to gain proficiency in which they can only speak simple phrases. Then, another month perfecting their conjugation and grammar; during this time all talking based checks with this language are made with disadvantage. If the teacher isn’t a member of the party, or if the player feels like it, there’s a fee for learning. And the fee could be daily, weekly or just one at the beginning. This can be done passively, so no rests are required.

Weapons and tools:

Tools I require a week of practice during short or long rests with the help of a book specifically for that tool or a teacher for proficiency.

Weapons require a teacher of at least 5th level in a martial class. The PC spends two uninterrupted months training to gain proficiency. Then, for another month, all attacks made with the weapon are made with disadvantage.

For all of them I also rule that you cannot learn multiple at once. You also can only learn two of any weapon or tool.

anonymous asked:

My politics teacher said, to a class of me and four other seventeen year old girls, that if a man were to take us out to dinner and we agreed to go to a hotel/his house, we would have entered a 'contract' for sex. He taught a class to my little sister the other day and when he saw her surname he said 'your sister hated me'. Glad it didn't escape his notice.

Seriously what a tool. Why do male teachers constantly offer their own opinions into everything? We could have an entire blog dedicated to male teachers bullshit at this point

#2 goldenrod yellow and bubblegum pink with a grape soda foam grip, aluminum bent by gapped bunny teeth. it left my arm shiny metallic, the mark of a left handed child. 

pencils become treasures, like all things do with age. we all once longed for the grown up gloss of a ball point pen, the untouchable tools tucked in our teachers’ desks. now all we can ever seem to find is ink.

ink in my notebook, ink in my bed, ink in my pockets. stains to last a lifetime. ink says, everything is permanent. nothing can be washed clean, erased with a stroke of pink. no room for mistakes anymore. 

ink is power. a signature on a credit card receipt, a phone number on a scrap of paper, a hastily scrawled grocery list, items executed in a row (goodbye apples, peanut butter, milk.) words long forgotten but never gone. 

sometimes, i miss the eraser.  i miss the mess of pink rubber after a mistake. the smear of lead gradually fading, smudging out into a cloud of gray. ink does not fade. ink draws attention. an error becomes a scribbled black hole, a dark mark. 

pencils forgive. problems rubbed gone with the bubblegum pink of my #2 pencil. innocence preserved. it’s okay, you’re still learning. use a pencil

Students really got a grip (geddit?) on making tongs during Tuesday’s Ready, Set, Smith! at Prospect Hill Forge in Waltham, MA! :) 

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