TLDR: I might have SDAM. Memories are mostly based on inferences, journals, or what my parents tell me. I have some specific memories, but they might not be accurate. I struggle to recall certain memories, like crushes or specific books I've read. My earliest memory is from age 8, but it could have happened later. I have some memories from different grades, but they are not very detailed or vivid. Dreams seem as real as memories. The memories I do have may not have been remembered in chronological order. I hoard things to help trigger memories. Cleaning and re-reading journals sometimes brings back forgotten memories, but they are not very clear. I remember more in the periods I journaled more. It's becoming an existential crisis for me.
I was originally was going to comment this, but it strayed far away from the original
This is something which I am still trying to learn about as someone who thinks they have SDAM. I know all cases are self-diagnosis, just haven't brought it up to therapist, and don't want to jump to conclusions, even after hearing about SDAM for a few months. Wanted this disclaimer.
I feel like my "memories" are either inferences based on known facts, journals I read afterwards, or from parents. I used to do a thing I was young where I would journal about previous journals events, which I don't even have access too,.... but I'm grateful I did that. Could be a sign I did the reviews due to forgetting that they happened even back then lol. Who knows
I've seen people say around the age of 2. However, my "first memory", if you can even call it that, is around the age of 8, when I lose a spelling bee. However, that has been brought up by my parents later, and I even think I journaled about it. Next one, I read the most amount of books that year memory. However, it's in the newspaper, you got a savings account, a trophy, etc. I remember smiling when my mom dropped me off for 2nd grade. Guess what? Found an assignment in my closet later on, which I had to have done at some point later on, which shows me being happy and mom taking a photograph....
What about the memories I should remember? Do I remember the crush I supposedly had? No. Do I remember a singular one of the books I read? Yes/No, only know the series I read due to still owning Magic Tree House & Rainbow Magic books. If I read other series, who knows, and who knows if I even read all on the bookshelf. Do I remember being best friends with this person I will call Julian (not real)? No, there's a photograph somewhere in my room likely of me being with him. I was always confused why he even treated me very nicely, since the beginning of "actual memories" (sometime in middle school, if they can be called that), and then my mother knew when I asked, but not me, that we were best friends...
3rd grade (2016-2017). I struggled learning how to write and handed out candy for Halloween with parents. I don't remember any specific event on learning how to write, and I still struggle to write till this day, so I just type everything, so another inference. Halloween handed out with candy? This may be my first memory. I remember that my parents and 3rd grade teacher was there. I can infer that I was dressing as Toad from Mario with red or blue spots due to the costume being saved. Can I relive it or do much past that? No, I don't even know where that memory even comes from. Now that I think of it, it could have easily happened in any other year after 3rd grade, as the presence of a 3rd grade teacher doesn't mean it didn't occur after that grade. May even have a document somewhere on the old computer if I go searching for it journaling, as I had access to the internet then. Social studies fair project? I have the physical version and digital version, don't remote much other than the paper of my speech which I can infer was awkward, as I have social anxiety, not much detail and could be reconstructed, not that vivid.
4th grade (2017-2018). I remember doing a PowerPoint on Poland for gifted. Why? Well, I still have it, but literally nothing else happened that year. Can't even remember her name and she was a gifted teacher and went to almost every day from 2nd grade - 5th grade apparently. I will have that answer once I find the old documents again of my evaluation, as I remember finding that a few months ago.
5th grade (2018-2019). I got in trouble for rolling my eyes, remembered as I had a t-shirt (I'm sorry, did I just roll my eyes out loud?). I could have easily gotten yelled at in the hall or classroom, but isn't the playground as I rolled my eyes coming inside is the story and is in journal. I remembered I colored in speech, still have the drawing in fact, though the teacher's name I can't remember, even if I had her for three years of speech. I can go on to list the rap battle (journal), the backpack I wore (in closet), the teacher (listed name in journal/searched online later to figure out if she was 4th or 5th and who was the other one if so), time management problem (multiple worksheets I kept and still have). There are more memories for 5th grade, but all I can think of top of my head are related to something else. I can't even remember a single friend name in this point of time from, but I can infer that they are likely the ones which I just happened to already be friends with at 6th grade that I can remember of, except the ones I forgot until parents told me (like Julian).
The dream I journaled this year apparently of flying to Brazil after missing the bus and then deciding to live there before canceling it to be in band instead is just as real as anything else in fact. Like the dream is as real as the reality, so how do you know what's real?
6th grade (2019-2020). I was ostracized from peers due to gendesexuality, figured out I was gay due to never liking a girl (not true, in fact, I think I am aroace, no attraction to anyone) snapped at someone for them telling me to help them with chairs, I was in student council, had other snapping for weird reasons, dated 3 people with no remorse (I would think I would, but I thought it was totally fine????), and told by everyone I need to apply myself and write better. These were all journaled and most of these are digitized journals, as I begun digitizing old ones last year to never lose the past.
7th grade (2020-2021). I became part of an unsavory friends group (maybe 6th grade, too lazy to fact check this rn), was homeschool due to COVID, groomed online, and a lot more stuff. It's all journal or it's all digital stuff I have access too. It's certainly not vivid and some is just like what I remember, rather than being something I see, though I do have some memories which I can see.
8th grade (2021-2022). Solidified my gender identity, able to grow hair long, public school again, wore a mask but got bullied for it, Julian was weirdly nice to me (wrote about it at time, thought it was so confusing, maybe they were trying to reconnect but I had no idea why they were talking to me), thought I was plural, played Minecraft (though I did play before this on Xbox, this is the first game I have saved on Minecraft Education edition and can remember somewhat). ALL journaled and not vivid.
9th grade (2022-2023). Started doing college courses, continued to struggle with handwriting, struggled to get through day but persisted for the college courses which allowed me to wear earplugs in library, had a corrupt teacher who "lost" my work, made first friend, diagnosed with disorder, some family moved in till November, which were all journaled about. However, I journaled less this year than other years due to trying to survive.
10th grade (2023-2024) More college courses, fought for accommodations with many incidents of them saying earplugs cause a fire hazard, created systems of self-government, had covid, started to meal prep, predicted a new "era", created safeguards, yellowjackets invaded room, journaled on why plushies were put away (interesting history with my inferences failing), overnight oats became favorite food, almost died from car crash, argued with parents about therianthropy and homeschool, started to expand my knowledge past psychology into other subjects, discussed SDAM the first time in journal (October 2023), debated dropping out, switched to homeschool for college, journaled about relationships for months to determine aroace status for 100%, became more comfortable in my skin, and more. Do you see how this is close to the longest paragraph, only with 3rd grade and 5th grade coming close, but those events weren't simplified and these were! I remember more when I journal more.
It's like my memories aren't like remembered in the order they originally happened. I think I may have realized this at some point and started hoarding stuff. I said this way before in the past. My mother always asks me to get rid of stuff, but if I lose the item, and don't journal about it, I may lose the ability to recall the little facts I do have. Everytime I check my unorganized files, try to clean my room, or reread journals, I remember something I forgot, but never truly see it vividly, it is a faint picture at best.
How do I deal with this. The more I think of it is becoming more like an existential crisis.

I normally use Duolingo but I was working on plurals and downloaded a worksheet online. I got them all pretty easily except for one: 6 letters singular, 9 letters plural and the image depicts a young boy working on math (maybe not a school setting). I thought it would be Schüler but it doesn’t work. Any ideas?

Found “Muskogee Words and Ways” book that teaches Creek - Would Love to Get this in the Right Hands!
Also entitled “Este Hvmke, Feke Hvmke, Nene Mvskoke”

• Found in Tallahassee, Florida thrift store (which was given for free after I explained its importance).
  
• Printed by The Muskogee Press in 1982 but it was put on tape in ‘83 and a second book was published also.
  
• Published jointly by “Pine Arbor Tribal Town” and ‘“The Museum”’
  
• Includes: stories, folklore, exercises, visual vocabulary, worksheets, glossary of words/pronunciations. An extremely thorough beginner book.
  

This is the most detailed and well preserved book of the Creek language I’ve seen and I did archive work prior for the state of Florida. I want this book to teach generations whose usage of the language has slipped away due to loss of culture.
I am very happy to cover shipping—I just know I won’t use this book as intended and I don’t want it collecting dust on a museum shelf.

Has anyone seen any websites that have easy to follow worksheets of the Verb groups that I can download and print. Kind of like how I’ve written it out in my workbook… present tense M/F singula plural.
Thank you 🙏🏻

Greetings Jordan, I appreciate your stance on truths in society. I do believe that liberties in the world were fought for and stood for by people such as yourself and I appreciate that you are not cowardly. I was watching your interview with Amala on youtube.
https://www.youtube.com/watch?v=m281h5wZLb4
at 1:20:45 you talk about Lucifer. Lucifer is NOT the morning star.
If your Bible says Morning Star in Isaiah 14:12 it has been corrupted. Or if it says day star. Revelation 22:16 King James Bible “I Jesus have sent mine angel to testify unto you these things in the churches. I am the root and the offspring of David, and the bright and morning star.” Jesus is the morning star. Lucifer is the son of the morning. To replace Lucifer in these modern versions changes the "words" of God.
2 Peter 1:19 King James Bible “We have also a more sure word of prophecy; whereunto ye do well that ye take heed, as unto a light that shineth in a dark place, until the day dawn, and the day star arise in your hearts:” If you have a version that calls Jesus the morning star or day star, then you have a version that is twisted by Satan.
Read Acts 8:37 in your Bible. Then read it in the King James to see what is required to be saved. As you may have guessed, I am a believer.
I have seen several of your videos and know you take somewhat of a Biblical world view. You might think I am being critical, I am not. I just don't agree with Psychology at all from a Bible standpoint. But, the pronoun stance in the world is a fight worth fighting. I appreciate your stance. That is an interesting one in the KJB. A lot of people won't use the King James Bible as the pronouns Ye, You, Your, Thee, Thine, Thy, Thou are "old, archaic, meaningless". A lot of people think thou and thine etc are about reverence to God. None of that is true.
Y words are plural. T words are singular. When they translated the Bible, there were plural and singular forms of these pronouns in the original texts. Going back (or forward) to the "original Greek, Hebrew, Aramaic" is a whole other argument. But an example:

John 3:7

“Marvel not that I said unto thee, Ye must be born again.”
Jesus stated to Nicodemus: "thee" as if pointing to him individually, "Ye" everyone must be born again. Modern versions generally say they make it simpler and "more modern". Marvel not that I say to you, you must be born again.......this is an example as there are so many modern English versions. But, this pronoun change confuses it.
I teach high school, and if I say this in class "you have to do the worksheet". Well, that situation, I need context of course to discern. But, am I talking to one student or the whole class? With more context, I might be able to decide, or I might not. In our language, you can be singular and plural. Thus the y'all from the South that gives the plural form.

1 Corinthians 12:21

“And the eye cannot say unto the hand, I have no need of thee: nor again the head to the feet, I have no need of you.”
In the above verse "unto the hand", singular, I have no need of thee, singular hand. "Feet", plural, I have no need of you, two feet, plural.
New International Version The eye cannot say to the hand, “I don’t need you!” And the head cannot say to the feet, “I don’t need you!”
The singular and plural pronouns are lost in modern translations. The main reason for the email is to point out that Satan wants to twist pronouns. Ultimately that is where this attack is coming from in the world.
One more example.
Joshua 1:2
“Moses my servant is dead; now therefore arise, go over this Jordan, thou, and all this people, unto the land which I do give to them, even to the children of Israel.”

Joshua 1:3

“Every place that the sole of your foot shall tread upon, that have I given unto you, as I said unto Moses.”
Both of the above are from the King James Bible. Joshu individually was appointed as leader of the nation "thou". The whole nation "your foot", would walk in the promised land to claim it. Confusion in pronouns comes in the modern versions that say you and your in these places as it may indicate that Joshua has to start running daily marathons to claim the promised land.
But, blessings to you. I do hope to hear from you, but understand that I likely won't and will not take offense as I am sure thousands of people contact you weekly. I do pray that you truly know the savior, blessings to you.
Before I hit post, I notice in the corner. 1 karma. I had to chuckle. When I teach kids Bible lessons, I always tell them there is a much older understanding of what has been hijacked. The Law of Reaping and sowing from the Bible.
Sorry, I tend to deviate on topics. I just thought you might like to think about where the pronoun attack is coming from.

2 Corinthians 2:17 King James Bible

17 For we are not as many, which corrupt the word of God: but as of sincerity, but as of God, in the sight of God speak we in Christ.
The King James Bible has correct pronouns and so should society. By all means this does not mean a person isn't a person. But, the idea that whatever is in someone's mind is reality is a whole different story.
In Christ,
Bible Believer - I did email you on your business email.

age: 9, male
Eligibility is SLI-but it's a pretty severe SLI for both BICS and CALP. Student is generally very withdrawn and prefers 2 word utterances but is absolutely capable of more. Student is Native American and comes from a community that has different cultural norms for amount of verbal exchange especially with adults. Loves being read to and can read and write simple sentences. Mom really wants to work on his language goals (ask and answer WH questions with increasing vocabulary) but does not want worksheets for the summer. She's asking for hand on things to do with him.
Here's my stuck point: I'm concerned about the syntax. We've been targeting do/does in asking questions (singular vs plural) and trying to expand on full SVO utterances all year. I was thinking about suggesting a summer reading list for grade level and having her model a few compound sentences about the book and having him imitate and hopefully start to generalize a compound sentence structure. I hate to waste her time with singularly focused vocabulary or those really outdated spiral bound notebooks like the MEER or HELP manuals for practice when he really isn't producing full sentences most of the time and he doesn't like worksheets anyway.
Any ideas about summer syntax activities that don't involve any type of rote memorization using worksheets that are hands on?
Thank you!

Irregular Verbs ( Click to Visit - Official Website irregularverbs.xyz more than 2100 verbs)
Irregular Stems And Endings
Irregular verbs work in a very similar way to regular verbs.
However, if the verb is irregular, you need to use the irregular verb stem then add slightly different endings.
The irregular imperfect verb stems can be found in a dictionary or on an irregular verb list.
For example, if you check the verb trinken (to drink), you will find that it is an irregular verb and that the irregular imperfect stem is trank. Then you need to add the imperfect endings to the imperfect stem.
If you look at the following table, you can see that the first and third person singular forms - 'I' and 'he/she/it' - don’t need an ending added to the stem at all.
PronounStemEndingFull formsichtrank--ich trank – I drank drunk--stdu trankst – you drankesie/es trank--esie/es trank – he/she/it drankwirtrank--wir tranken – we drank ertrank--ihr trankt – you drank Sie Trank--Sie tranken – you drank sie trank--sie tranken – they drank
Here are some examples of irregular verbs in the first person singular:
InfinitiveImperfectEnglishfahrenich fuhrI went/travelledgehenich gingI wentlesenich lasI readsehenich sahI saw/watchedtrinkenich trankI drankessenich aßI ateschwimmenich schwammI swam
Some common irregular German verbs in the imperfect tense are:
Infinitive Stem Example Meaning gehen (to go)ging-Ich ging ins Konzert.I went to the concert.Fahren (to travel)fuhr-Wir fuhren nach Österreich.We travelled to Austria.Essen (to eat)aß-Er aß zu viele Pommes.He ate too many chips.Trinken (to drink)trank-Sie trank viel Sprudelwasser.She drank a lot of sparkling water.Fliegen (to fly)flog-Wir flogen zusammen nach Berlin.We flew (together) to Berlin.Lesen (to read)las-Ich las in meinem Schlafzimmer.I read in my bedroom.Schreiben (to write)schrieb-Wir schrieben eine E-Mail.We wrote an email.Finden (to find)fand-Ich fand das unfair.I found that unfair.Denken (to think)dachte-Ich dachte, dass das gut war.I thought that it was good.Question
Translate these sentences. Find the irregular stem and then check the irregular endings table for the correct form.
We went to a concert.
I read a book.
She drank Apfelsaftschorle.
We watched television.
We ate pancakes with chocolate cream.
I met my friends.
Reveal answer Wir gingen ins Konzert.
Ich las ein Buch.
Sie trank Apfelsaftschorle.
Wir sehen fern.
Wir aßen Pfannkuchen mit Schoko Sahne.
Ich traf mich mit meinen Freunden.
'Apfelsaftschorle' is a mix of apple juice and sparkling water
If you order water at a restaurant in the German-speaking countries, you will often automatically get carbonated water – Sprudelwasser – unless you specifically order stilles Wasser.
In Germany, many people stock up on bottles of sparkling water by the crate at the Getränkemarkt – the drinks section of a supermarket. However, some people choose the cheaper option of carbonating their own tap water at home.
Apfelsaftschorle is a very popular drink in Germany, made by mixing half a glass of apple juice with half a glass of Sprudelwasser.
Schorle means a 'spritzer', and many people also drink Weißweinschorle. Waiters may ask if it should be süß oder sauer (sweet or sour). A Weißweinschorle sauer is white wine mixed with sparkling water, but a Weißweinschorle süß is white wine mixed with lemonade.

Shake It Up With Irregular Verbs

Shake it Up with Irregular Verbs
Lesson plan
Shake it Up with Irregular Verbs
Teach your students that grammar rules are not all set in stone and that there are always word types that shake things up! In this lesson, your students will form the past tense of irregular verbs.
Lesson plan
Irregular Verbs in Context
Lesson plan
Irregular Verbs in Context
Irregular verbs do not follow the same rules as other verbs. Use this lesson to teach your scholars how to form the past tense of irregular verbs and correctly use them in context.
Lesson plan
Irregular Verbs list
Lesson plan
Irregular Verbs
Irregular verbs break all the rules! Use this lesson to teach your students how to use the correct past tense form of regular and irregular verbs.
Lesson plan
Let’s Get Irregular
Lesson plan
Let’s Get Irregular
Second graders know about plural nouns, but things get trickier when they are introduced to irregular forms. In this lesson, students will receive an introduction to irregular plural nouns.
Lesson plan
Adventures with Action Verbs
Lesson plan
Adventures with Action Verbs
Lights, camera, action (verbs)! After examining different action verbs, students put them to use when writing their own movie scenes.
Lesson plan
From Present to Past: Verbs with a “Y”
Lesson plan
From Present to Past: Verbs with a “Y”
Do your students struggle with changing “y” verbs from present to past tense? Use this lesson to help your students transform the “-y” verbs that don’t follow the typical “add -ed” rule.
Lesson plan
Time for Action (Verbs)!
Lesson plan
Time for Action (Verbs)!
Action verbs bring writing to life! After examining different action verbs, students put them to use when writing their own stories about recess.
Lesson plan
Subjects & Verbs Get Along
Lesson plan
Subjects & Verbs Get Along
Subjects and verbs agree! This grammar lesson includes a fun interactive segment that students will love, and they will practice matching subjects to their verbs.
Lesson plan
Visualize the Action Verbs
Lesson plan
Visualize the Action Verbs
Action verbs are a key component in that process! Use this lesson to teach your students to identify and use action verbs in sentences in order to strengthen their writing with clear description.
Lesson plan
More Than One: Irregular Plural Nouns
Lesson plan
More Than One: Irregular Plural Nouns
In this lesson, students will identify irregular plural nouns. They will learn that some plural nouns don't follow any spelling rules.
Lesson plan
Slice it Up! (Part Two)
Lesson plan
Slice it Up! (Part Two)
Slice those pieces and mix it up! In this lesson that follows “Slice It Up!
Lesson plan
Juggling Verb Tense
Lesson plan
Juggling Verb Tense
Verbs are the only kind of word that have tenses. Some of them are standard and easy to learn, while others are irregular and tricky.
Lesson plan

Irregular Past-Tense Verbs: Found It!

Changing verbs to their past-tense forms can be very challenging, especially when they are irregular verbs. These verbs don't follow the regular pattern of adding -d or -ed. Use this third-grade grammar worksheet to help students with this skill by changing verbs such as "choose," "swim," and "read" to their past-tense forms. Then, they will look for each irregular past-tense verb in a word search and be delighted when they have found it!
Grade Subject View aligned standards

Ex. John, and everyone in the playground, play(s) on the jungle gym.
So to me it seems like the subject is plural, so the verb should be "play", but if you omit the phrase in the comma, the verb should be "plays".
It's possible that "and everyone in the playground" shouldn't be wrapped around commas, but that's how it's written on the worksheet I'm looking at. When I say it out loud, I think it's possible to say this sentence both with and without the commas, though I'm not positive.
Is the sentence just written incorrectly from the start with the commas? If the commas can go either way, is it play? plays?
Please and thank you for the help!

For one of my required classes a few semesters ago I took an African American Language course. It is still one of my favorite classes to date because I learned SO much about how I, and how 90% of those I know, speak. There are rules to how we talk. African American Vernacular English (AAVE) is valid.I came across a few of the worksheets that I saved from the lectures in the course and decided to share:
In order to talk about the features of this language, I have to define a few key words that AAVE falls under, like lexicons, segmental phonology, and morphosyntax.
Lexicons are basically a mental dictionary of the vocabulary of a person/language. Some examples of lexicons include: "casket-sharp", "grown" (she acting grown), "jawn", "mad" (as an intensifier, like "very"), "dead ass", and "hit-a-lick".
Segmental Phonology is the study of individual speech sounds. The phonological features found in AAVE are:
realization of /ŋ/ (-ing sound) as [n]: examples -> pronouncing something as somethin', length as lenth, running as runnin, (This phenomenon is unlikely to happen with words that have just one syllable, like sing.)
consonant-cluster reduction (CCR): this happens when two consonants that are next to each other in a word come together and are pronounced as one. This is most likely to happen when the two consonants are followed by a word beginning with a consonant, like, "best practice" would be "bes practice". Some other examples, mind as min (mine),and as an, desk as des. (Just earlier today I said, "My hand hurts", not even realizing that I didn't pronounce the d.)
realization of /θ/ (theta) as [f] or [t], in the middle of a word or at the end of one: examples -> with pronounced as wif or wit, birthday as birfday.
realization of /ð/ (eth) as [d] (at the beginning of a word) or [v] (in the middle or end of a word): examples -> [d] = them as dem, [v] = mother as muva.
/ and /l/ vocalization/absence (never at the beginning of a word): examples -> card as ca'd, cool as coo, and car as ca'.
/aj/glide weakening -> my as mah, ride as rahd (long "a").
pre /l/ merger of /ɪ/ and /ɛ/ -> feel as fill, feelings as fillings.
Last, but not least, we have morphosyntax, which is word, phrase, and sentence structure.
absence of plural suffix -s (this is a rare one) -> The candy bar costs 75 cent, instead of cents.
absence of possessive -s suffix -> She at her mom house, instead of she's at her mom's house.
absence of 3rd person singular present tense -> she/he go, there go, it go... not goes. This also happens with, "it seem like" and "she have" instead of she has. demonstrative them -> Where you get them jeans, instead of those jeans.
associative plural -> Theresa an 'em.
existential it -> using it, where you could also use there is/are/were/was. "its a bathroom down the hall" or "it ain't nothing you can do about it".
habitual be, this is only used when something happens regularly -> she be late, he be lying, I be chillin'. Habitual be can be negated with "don't" -> He don't be late all the time. And can involve "do" for questions -> Do he be late?
copula deletion -> "She doing alright", instead of "She is doing alright", "they tired", "you crazy", "when you planning on going back?" this cannot be used for the past tense -> "Back then, he tall"
leveling of the verb be -> Present tense: what is these animals? Past tense: Someone called while you was out.
multiple negation -> She ain't no fool, they don't know nothing about it, they ain't never been there.
AAVE marks black identity as a symbol of culture and life-style, all while maintaining its identity as a valid way of speaking. It is not just slang.
Suggested reading: Spoken Soul: The Story of Black English by John Russell & Russell John Rickford.

Hello Educators! I am teaching a demo lesson for an ESL adjunct position at my local community college and was looking for some advice....
The email I received asked me to prepare a 45-60 min lesson that reviewed nouns with beginner to low int. adult learners. (Apparently another candidate taught the initial lesson) and then they sent me the four worksheets that were used in the lesson so I "would know what they covered". There were 2 on making singular nouns plural and two on subject and object pronouns and I have no idea how to tackle this. I sent some follow up questions, but they have yet to be answered. I do have ESL experience, but not with adults so what I'm really worried about is my usual bag of tricks being to childish for them.
I am not asking for reddit to plan my lesson for me (unless you want to-that would be great :)) but maybe for some insight from those of you that teach adult learners- are there some tried and true methods that you love? Aside from the completely vague directions I was given I am most worried about treating adults like adults.
I have many years of classroom experience, but for some reason, this one is just throwing me for a loop. Any advice would be appreciated. Thank you!

Procrastination isn't a sub-set of sloth. All instances of sloth are forms of procrastination. That's what the orchestra teacher and I were talking about at lunch today.
Is that true...? No. I disagree. Sloth can occur with no intention of productivity. Procrastination at least involves the pretense of intention.
I've been trying to get off this computer for hours. I am in a cafe. A different cafe. One close to work. Across from me, two high-schoolers work on homework together.
To my left a job interview is going on.
A little farther to my left, a middle-schooler is being assisted with her math homework by an adult (aunt? mom? tutor?)
Here I sit, amidst all these hard-working people. Wasting time.
I'm not ready for my summative. It's tomorrow. I need to...
Fill out some kind of goals reflection worksheet. And...upload evidence. Evidence of...me doing my job.
I need to drive back to the school. But, it's freezing in there. Always freezing.
Ok. Deep breath. I need to get back to the school.
I got an email.
Contracts are available. "Click here to view your contract. If you have trouble accessing your contract, please contact H.R."
I need to be connected to the school network to view my contract.
Oh please, oh please, oh please...don't let me be one of those who needs to contact H.R.
...If my contract is already renewed... That would take so much pressure off of me for tomorrow's summative conference. The stakes wouldn't be so high, the fear of failure wouldn't be so overwhelming.
What will my contract say? I am wondering if I will be moved from Language arts to Science or Social Studies. ... Honestly, I'm kind of hoping for a change.
Part of me isn't sure what to hope for.
I need to go back into that freezing school.
Here we are. In the frozen moments before the big reveal. The last few moments of normality before the great upheaval...
Or the "I knew all along there was never anything to worry about" moments.
Only time will tell.
A very short amount of time.
The orchestra teacher and I were talking at lunch... about being ghosts. How we think...being a ghost would be more frustrating than it sounds.
Because maybe...it's like being in a dream where you keep trying to do something but it never works.
Like, we'd forget we were ghosts and try to make lesson plans or copies and our attempts would keep getting frustrated.
I guess it would be a fitting recompense for my perpetual indulgence in sloth.
We decided that perhaps a ghost attempting to use the copying machine is the reason why it always seems to be jammed.
Maybe a ghost is the reason the school is so damned cold all the time, too.
...Are they working on math homework over there? They were, but now they're talking about plural vs. singular. Wait, are they studying Spanish now?
Diary, did I tell you that I've just started taking a Spanish class? The first session was yesterday.
I'm wasting time.
Procrastinating.
Indulging in sloth.
Wish me luck.

Every language I've studied before was a "majority" language with a lot of available resources. French, for example, probably has at least a hundred different workbooks available for drilling grammar, verbs, vocabulary, etc.
Now, I'm studying Romanian and there just aren't that many good resources available. There is one college textbook, which is 20 years old and was written before an orthographic change in the written language, and one book in the "Teach Yourself" and "Colloquial" series. I miss having the ability to do vocabulary worksheets, and pages of cloze sentences for learning verbs and making singular into plural, etc.
How do you approach studying and drilling a language without these resources? How do you create them yourself and make sure they're accurate?
One thing I have done is to take the existing exercies in the text I'm using and working them from the question to the answer one day and then reversing it and workign from the answer to the question the next.
Any other ideas or suggestions? What I'm really looking for here is suggestions on approaching the language, not pointers to Romanian-specific resources from the usual FSI, Memrise, Duolinguo, etc. that are discussed on this sub unless you have a creative way to use them.

Hej!
I've just recently started learning Swedish and so far have been using Duolingo and a pocket phrasebook. I'd like to find some beginner's worksheets that will have me do things such as labelling pictures with the correct words, filling in blanks, making sure I'm using the right word for singular, plurals and definites etc.
I did see some older posts suggest Rivstart so I'll be getting that at some point but I want as many different resources as I can find right now and preferably some free worksheets in the meantime.

Hi, this is my first time on this subreddit so please bear with me.
I have a Mac Excel and I'd like to say I am proficient in Excel, but this is one thing I am having difficulties in that I was hoping you guys could help me figure out in either something I haven't seen before or using Macro; I have never used Macro.
I have a worksheet (all in one sheet) Columns A to Z with 5001 rows. I want to be able to find key words like, "pharma" "industry" "bioscience" and the like in all the columns. However, many of the columns may contain multiple words, "ABC Pharmaceuticals" and sometimes it includes pharmaceutical or pharmaceuticals with an "s". So I want it to be able to distinguish between plural and singulars too.
Once the "program" is able to find all these key words in the columns, I would like it to highlight those rows and copy it into a new sheet, "Sheet 2".
Is there an easy way to do it on a Mac Excel or do I have to use Macro? If Macro, exactly how do I navigate to the proper section and what code do I utilize?
Any and all help is appreciated.