Elementary cloze worksheets

Moving back to the US and am working on my resume. Have been teaching English in Japan for the last couple of years. Im looking for any Job that can help pay bills, and then I will start to look for something as a career.
Summary:
"I have many abilities that can benefit any team. I work well with others, have the ability to remain calm and level-headed in high-pressure situations.most recently job was a language teacher for a Japanese Elementary and Junior High school, were I worked with Japanese teachers to create and teach English lessons and activities. I can communicate and work well with others.I am motivated and willing to learn new skills required for any job and am confident that I would be an asset to the people I work with"
Job Description:
"Work with Elementary and Junior High School Japanese teachers to create English lessons and activities. Teach English lessons to elementary and Junior High school students. Help students practice pronunciation. Answer questions about grammar and the differences or meanings of English phrases. Evaluate students ability to understand and speak English. Help selected Junior High students prepare for and practice for the yearly English competition."
Or
"Elementary School: regular meetings with teachers to discuss lessons and activities. responsible for teaching and making new worksheets. Evaluated students language ability and made changes to the lesson as needed to better help students. Students studied basic English greetings, and phrases.
Junior High School: Worked with several Japanese English Teachers. Created worksheets and activities that were requested by the teachers. assisted the teachers during lessons. Helped students practice, answered any questions about grammar or phrases. Also helped conducted quarterly performance tests for students, and evaluated each students language ability. Helped selected students prepare for English competitions."
Edit: format

There with this program I used to do in school where we would work with these workbooks and learn about saying no to drugs and how to behave with friends. It has been bothering me how I cannot remember the name. I did this program in an Alabama elementary school in the 2010’s. I believe each year we would get new worksheets centered around different topics. There was always a set of reoccurring character , I believe I remember a tiger, a turtle, maybe a rabbit? These were talking animals and they would have interactions with each other teaching the kids about right and wrong. But I believe that they also talked about saying no to drugs and peer pressure. Along with these stories there was worksheets that students would fill out and answer questions. I have no idea why I want to remember this so bad but I do.

So I haven’t been diagnosed with autism but I’m 90% sure that I might be and will probably be getting a screening soon. Anyways, So when I was in high school I was going through a lot of different things at home and at school. I did absolutely horrible in English and social studies subjects and this story happened in one of my sophomore social studies class. So I had always been the “weird kid” in elementary and middle school so in high school I became very distant from everyone and didn’t really talk many to people. At this time I was trying to find creative ways to calm my brain down and be able to cope without having friends pretty much, so there was a time where I got a bunch of coloring books and colored gel pens to color in in class. I also did this thing where I would put earbuds in but not actually play anything for two reasons, one so I wouldn’t freak out because the classroom was too loud, and two because I knew that people talked about me and I wanted to hear what they were saying. So one day in my social studies class, I was coloring in my coloring book and I had my earbuds in with no music and I was sitting next to someone that I didn’t even know their name even though it was already a few weeks through the trimester. The teacher came around to start passing out a worksheet, and the kid next to me asked the teacher “is she autistic?” And pointed to me. The teacher said “yes she is”. I didn’t say anything to her, but in my head I was like “oh thank you doctor teacher for telling the class that I’m autistic with no diagnosis”. I do believe that I am and was back then, but I did not have any diagnosis or anything in the school records saying that I was, so I was upset, especially since I was already having social problems. I didn’t say anything though because I’m not good with confrontation. The teacher did however add me to the group of kids that was always pulled into the hall to work on the work with a special teacher, and to be honest I would not have passed that class at all if they didn’t, but still, looking back on it that wasn’t right. That’s actually one of my few very vivid memories of high school. I can look back and laugh about it now, but I wanted to see what other people thought about this situation.

Last year my daughter attended kindergarten at the elementary school that's like 2 minutes from home. We live in the side of town that's lower income, especially the large low-income apartment complex that's a block away. I got tired of her being bullied with no repercussions, I got tired of her and other smart kids being ignored because teachers were forced to focus on the kids going wild, so this year I decided to transfer her to a school that's about 15 minutes away that's much better regarded. It's in a better side of town and felt better when we toured it. She says she loves her new school, so I figured I made the right call but I still wasn't sure since we did take her away from some of her friends there.
But this year I also started working as a sub. I've subbed in her old school many times, but not as much in her new school until I picked up a long term librarian job where I go between her old school and her new school (a wonderful coincidence).
Dude. The difference between the schools is incredible. At her old school, I regularly have to send kids to the office because they're incredibly rude and do their best to prevent me from teaching. My library assistant is so burnt out. She doesn't have a work space and has to basically just pile things around her on the desk. They send her out on so many duties she's only with me half the time) that she's basically useless to me. When I collect worksheets from the kids, half the time it's unreadable scribbles if they actually write anything down. I go home much more frustrated and grumpy.
At the new school, the kids are much more respectful and actually seem to care about consequences. My library assistant is AMAZING, super involved and we have a fantastic office where she does so many crafty things for the library. The library itself is much nicer, the work the kids do is much better, and even the trouble kids are better because I have more support. Even my rough days at the new school are better than the better days at the old school. I can do so much more with these kids because I'm not as concerned about them destroying the library and I don't have to stop to tell them to STFU as often.
I feel bad for all the kids who want to learn at the old school, especially the 5th and 6th graders. One of the 5th grade classes even managed to chase off their teacher, which is why I got my gig in the first place because the librarian went to cover that class for the rest of the school year. I know that so many of those kids come from rough homes and don't have positive role models at home to teach them how to be decent people, which breaks my heart. There's a few 5th graders in particular that I've developed a rapport with, especially after I admitted to having ADD during a lesson because I was teaching them tips for doing research and I told them I write things down because otherwise I don't remember shit.
I won't say the new school is perfect (the class sizes are a bit bigger than I'd like), but now that I've spent a lot of time going between them, I am happy with my decision to transfer my daughter. Her teacher is able to give her more attention, she's being challenged (my daughter is very bright), and she has made many friends who are positive influences on her.
I just wish the education system wasn't so intrinsically unfair.

Hello, and thank you for reading this.
I am very close to completing my bachelors' degree but there is a particularly pesky math course that I'm having a hard time getting past: business calculus. I have taken a run at this class several times and have failed each attempt. I NEED to get this class knocked out or I will die trying. In my past attempts, I had a hard time dealing with my frustration over the class content, and it is clear to me that I need to "go back to school" and re-learn the basics, since I never had a very good grasp on them to begin with.
Ideally, I would like to start with the most basic algebra and work my way up. I learn best when I have a physical book/worksheets to write on, so I have come to you nice people for a recommendation, if possible. Most workbooks that are available to purchase seem to begin with elementary school math, and I feel that I can skip at least that part.
I consider this a first step in taking back control of a life that has been adrift for too many years. Any advice you can give me on this matter would be appreciated more than you can know.

TL;DR class descriptions/info to help underclassmen know about classes thru personal experiences. Add to it with extra info or questions!
To all the incoming freshmen or other underclassmen - you’ll prolly hear it a lot, but the time really does go by so fast. Enjoy it, soak it in, and step out of your comfort zone. Someone posted their classes thru Purdue to let other students know how those classes were (in case it was a niche/high-level class or it wasn’t on RateMyProfessor). That was pretty helpful to me so Imma do it too. I’ll let u kno how the courses went and what I can remember. I’m graduating from the College of Ag with a B.S. in Animal Sciences with a concentration in Biosciences and minors in Biotechnology and Real Estate. I came into Purdue with AP and Dual Credits, so some things I didn’t take. Anyway, here are the classes I took.
Anyone who’s taken any of these, please add on/say smth else if it has changed! Underclassmen, feel free to ask about them!
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FRESHMAN YEAR
AGR 101: Intro to Ag & Purdue (Multiple lecturers)
This course was THE intro course to Purdue and Ag (duh). It was a 1/2 semester course so I was done with it by week 8 and there was only a quiz. We were told the purpose of Purdue being land-grant and were just intro’d to the different parts/departments of the college of Ag + different success tips. This was also the class where u begin (already) thinking about your 4-year plan and create a LinkedIn. Easy A, just show up and learn about the college of Ag
AGR 114: Intro to ANSC Programs (Ashley York)
Also a 1/2 semester course that was done by Oct. This class just went into depth on what to expect as a student in the department. You may start work on a resumé, continue with planning or LinkedIn. Again, easy A, just show up. Also, Ashley was a saint helping me each year to make sure I was on track, even tho she wasn’t my advisor.
ANSC 102: Intro to Animal Ag (Elizabeth Karcher)
This class was the first “real” class of college. It was just an intro to different domestic species and the operations tht are part of animal ag. I think there was also a lab with the class where u were introduced to animals. Dr. Karcher also was a pretty good professor. Just pay attention - it’s sort of memorization for random facts about animals/common sense depending on what u took in high school/home life in a rural area. Should be easy A.
CHM 115: Gen Chem (Multiple lecturers)
Was never a fan of chemistry, so this class I went into with dread. I didn’t want to take AP Chem, and just dealt with it in college. Honestly, if u took honors/were a good student in hs chemistry, there should be no problem - was basically just like a high school class. There was a lab that went with this course, but because of COVID, I just had an online worksheet to do every week for pre-, in-, and post-lab so I can’t speak on it. If u aren’t inclined to chem, it might take a bit of extra studying, but I was never worried.
PHIL 110: Intro to Philosophy (Taylor Davis)
To be fair, I never exactly wanted to take this exact class. I came from a small town in the Midwest, so I wanted to be sure I wasn’t dumb or anything to the people, cultures, etc. around me. Told my advisor I wanted to take a class to give me more of a “world” perspective, so she suggested the class. It honestly was not bad at all. The professor knew what he was talking abt and very accepting of questions. We learned how to tear down an argument and build it up in several ways and talked about cool things like if we have free will, does God exist, etc. The only assignments that counted for the sem were a midterm and 2 papers - 1 small and 1 large philosophical essay over any topic from the class. Definitely changed my outlook, would recommend taking it. The first part of class was harder - making sure u understand why/how an argument does or doesn’t work - but the rest was fun/easy as the topics were just presented and talked about.
AGEC 217: Economics (Larry Deboer)
I found Econ as a topic in and of itself to be quite boring. Supply and demand, money, etc. The class kind of turned out that way. Its presented as basically supply/demand and reasons for changes to the them were slowly added throughout the semester. We had several assignments, but they were nothing terrible. Gotta give props to the professor, tho. He knew the class wasn’t great but made it fun. Also, the class is flexible for schedules as in some situations it can count for credit in place of ECON251.
POL 223: Intro to Environmental Policy (Tara Grillos)
When I first started, I thought the route I wanted was ANSC with some focus in environmental issues. That’s why I took this class. I don’t understand the “intro” part, really. The whole class was presented as just case studies for things that have happened that impacted policies from the late 1800s/early 1900s until recently. Some of the info was cool. I don’t remember much for assignments, but there was a group project/paper where u had to decide on an environmental issue, state how u plan to fix it, on what level of government, etc. It wasn’t a crazy class to be in as a freshman, but it was not what I was expecting for a POL class.
ANSC 181: Orientation to ANSC (Elizabeth Byers)
Another 1/2 semester course. This class, as far as I can remember, was just for showing u the possibilities available to u in ANSC. This was specifically ANSC. It went over every concentration and what jobs/salaries there were. This was also a class where we were assigned to create our resumés (professionally) and start networking. Just as, if not easier than the other 1/2 semester classes so far.
ANSC 221: Principles of Animal Nutrition (Dale Forsyth)
Sorry but not sorry for anyone in ANSC. The class is boring, but Dr. Dale Forsyth is such a sweet old man. This class is the intro for nutrition in ANSC. U will learn the different required nutrients, food stuffs (supplements and stuff too) that have these nutrients, what happens when animals are given too little of these, and how to balance/create rations for animals (ruminant and non-ruminant). As long as u are okay/good with algebra, there shouldn’t be a problem. U just need to solve systems of equations in Excel to get the right weight of a food stuff. Homework was balancing rations. Exams looked at that + nutrients and their deficiencies. Dr. Forsyth also talks fast and doesn’t slow down because he has a lot to get thru. Come into the class knowing it prolly isn’t going to be very fun, but u need to know it. Try to find something interesting in the whole.
BIOL 111: Fundamentals of Bio II (Sean Humphrey)
Not sure how this class really is. I came into college loving biology and being (not to sound like an ass) great at it. To me, it was easy and relearning biology from high school for a bit. To others it may be a bit more difficult. There is just a lot of memorization. The professor was nice and answered my questions when I had them and explained in great detail if I was confused. I can’t remember any assignments I turned in, or anything about exams. Overall, I thought it was an easy class, but be the judge urself.
CHM 116: Gen Chem (Multiple lecturers)
Just a continuation of CHM 115. It picked up where it left off. Got a little harder, but it was nowhere as hard as TV or anything makes it. There are definitely topics that show up from hs again, but a lot is new. Wasn’t fun for this class switching lecturers every few weeks since they each had their own lecture style. Again, there was a lab section, but because of COVID, it was a worksheet. Not the worst class, but a meh class.
MA 16020: Applied Calc II (Alexandros Kafkas)
The first and only time I had to take math here. In hs I took MA 165 and thought it was a breeze (prolly bc it was hs). To anyone wondering, MA 165 SHOULD count in place of MA 16010 in college of ag. With that in mind, I went into the course knowing what Purdue math is known for, but still keepin an open mind with my abilities. I’m really proud of the grade I got, too. I think a lot of the course depends on the lecturer - mine was good at teaching us new concepts. Learn all you can about the lecturer beforehand, find out if they are good, and see it for yourself. We had quizzes in class every week (MWF) over the previous lecture and homework thru LON-CAPA that was usually due the day aftebefore (Tues, Thurs, Sun, I think). The quizzes and homework were good starting problems. The exams were tough and harder than quizzes/hw. If u’ve done well in math, but aren’t a prodigy or someone who can put in hrs of work, don’t expect to get likely higher than mid-70s on exams. It was common to get around a 50-60%. They do curve “if it’s necessary” but it is ALWAYS necessary.
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SOPHOMORE YEAR
AGR 201: Communicating Across Cultures (Pamala Morris)
To start…BOO. Was not a fan of this class. Felt like it was a money grab and busy work. It was required for some international understanding credits. The content wasnt interesting but for sure important. We were taught to basically be good ppl and about the different types of hardships that groups of ppl could go thru (ageism, sexism, racism, classism, etc.). We were required to buy the book, which was $50, but written by the prof and from what I assume was her website. I don’t recall ever using it unless it was necessary for an assignment. The class helps u relate and think critically, but is done in a piss-poor way. It could hv been the COVID aftermath where lecture was done virtually but we had a class later on with other students for a “lab”. Quizzes were easy, and overall easy, but so bad too.
SPAN 201: Spanish III (Nancy Reyes)
I know I’ve said this already abt other courses, but this still applies. This course was 100% a high school class. I did a placement test into this course (after 3 years in HS Spanish - Fr. to Jr. - with a 2 year gap of not learning) and got all credit for Spanish 1 and 2. Took it for international understanding credits. This course made sure u knew the basics again, spent a lot of time in past tense, then ended w maybe a month in subjective and future tense. There were a few speaking assignments and cultural readings/lectures. Was encouraged to speak Spanish for class, but the prof knew that couldn’t happen but still helped us all. Exams included MC, writing, and listening. Not sure if this is the same for other languages, but hopefully it is.
CHM 255 + 25501: Orgo + Lab (Elizabeth Parkinson)
Dreaded this class, but went in confidently. The class sucks, no other way abt it. It was a lot of memorization and practice. A lot of the “basic” stuff started sticking about halfway thru the semester. It doesn’t help that I stopped going to lecture about 3/4 thru the sem. It wasn’t as hard as expected, but it was still quite hard. The prof was amazing at making the content interesting. Labs were ran by GTAs. Depending on the section your GTA may not kno anything. The labs also did not go along with the lecture - they are 2 separate courses that can individually be passed or failed. Exams were as you would expect with the course - a few high spots among a crowd of C’s and D’s. The lab had multiple things due every week w the semester started. It was expected to do ur pre-lab at start of week, turn in ur in-lab immediately after finishing lab, then the previous week’s post-lab/final lab was due. The lab also holds the policy that if u don’t show up dressed right or sleep late, if you don’t show up within 10/15min of start that u can’t show up and will receive a 0 for the lab.
ANSC 230: Physiology of Domestic Animals (Rod Allrich)
This class taught me a lot. Each week was a different body system and learning info regarding animals individually. Things were taught in general as overarching concepts, but then things were applied as necessary for individual species of animals. Everything was brought up from the digestive system to the endocrine system. The class met 4 days a week and had a quiz once a week. There was no lab when I took the course. The specific professor I had was also interesting to say the least. Dr. Allrich is a funny, good man, but he does not use or create slides. Instead he uses his own website to post info (usually from Merck veterinary) abt whatever it is he wanted u to learn. In class he would just ramble on about what he thought was important. ANYTHING he said could be test material - no matter what (I was told by an upperclassman to remember that his favorite pie was sour cream and raisin pie bc it was a quiz question they had). Now, there is a lab that goes with the course. Also, if u hv Cabot the course material and class are much harder than with Rod. There are expectations, lectures, and more. Regardless of the professor, the information that was taught was useful, remembered, and interesting. In any class, Rod typically will have this structure but will grade easily. Quizzes will be to write statements of fact and exams won’t exist or will be take-home with only having 5 paragraphs to write using a word bank
ABE 226: Biotech Lab I (Kari Clase)
This was the first course I took for my minor in Biotechnology. I did not know what to expect going in as I didn’t grasp the scope of biotech. The course was ran well. The whole class is a wet lab where u are in the scientific process trying to find a new species of bacteriophage. U dig in dirt, do some pipetting, use beakers, make plates, isolate DNA, and send it off. Any research u do/finding a phage gets put into a national database for phage research. U do hv lab notebooks that get checked, but hv an outline to go off. There were several quizzes and deliverables that had us learn about phage more, or aseptic technique. It was a good class. U do have to buy a lab coat (which is kinda cool). Easy class that kickstarted my interest.
CHM 256 + 25601: Orgo II + Lab (David Thompson)
This class was disastrous. It was me, the content AND the professor as to why that was the case. This was just a continuation of course and lab. The new content was harder to wrap my head around, + I stopped going to the lectures about halfway thru the sem. To make matters worse, the class was early and the prof was speaking in mach turtle. I would listen to the lectures a day later so I could 2x speed thru them and the man was sounding like a normal person talked. This class was harder than the previous course. If u didn’t like CHM 255, sorry this is worse. The lab was just the same as the previous sem, but the GTAs changed. Again, labs didn’t go with the lecture and are 2 individual courses to be passed or failed separately. I passed but the class made me rethink my life once or twice and was potentially the worst class I ever took.
STAT 301: Elementary Stat Methods (Spencer Hamrick)
I did not enjoy this course a single bit - besides the professor. The course throws, what I felt like, was the entire concept, terms, rules, designs of statistics at u. It was a lot at once for me. I felt like there was a disconnect between what I was learning and in what ways it applied to me. It wasn’t too difficult, but the class was boring. There was also a lab section that was not great either. We were forced to use SRSS. There were homework assignments on a different software/website that equally were boring. The exams were harder than expected - there were some sections with questions with such small disparities that the answer came down to a difference of 1 word in a sentence. Overall, there’s a lot to learn and it’s all pretty basic to give a general understanding, but it was done poorly. If it was done better, it likely would have been an easy course. This course tho is also one of the worst classes I took.
AGRY 320: Genetics (Joseph Anderson)
There’s not much to say about this course. It was genetics. It felt like another continuation from the end of BIOL 111. It built a foundation for DNA, chromosomes, and went from there. There was a lot of higher thinking and content that was build upon thru the semester. It was a bit of memorization, but the content was fun. There were hotseat/iclicker questions for each lecture. Prof. Anderson was also really good at presenting the info.
AGRY 321: Genetics Lab (Aneesha Kulkarni)
This was the lab that went with AGRY 320. It was separate from the lecture. I do not believe it ever followed along with the lecture. The semester was spent with Arabidopsis. From the plant, we extracted DNA, did PCR, did mutant analysis, etc. The whole semester led up to a final lab report for what had been done that semester. There were also some small lab assignments that needed done. The class was also serious about attendance which could have made a major impact on grades. It is also typically ran by a GTA. It was fun and I enjoyed it. There was never really any work that needed to be done outside of class and at times it let out early.
ANSC 333: Physiology of Reproduction (Jonathan Pasternak)
This was a good class. The content focused on female anatomy/physiology first, then male anatomy/physiology, then on interactions and changes to the body through hormones and development. I found the class to be interesting as there is a lot more that goes into reproduction that u think. It’s a lot of cool info thrown out, but in a manageable way. Notes can go fast n there is a lot of terms and items to pay attention to. There was also a lab portion to this class. The lab went with what we learned in lectures. It was hands-on learning and doing things. It might sound gross but we had a lab where we took fetuses from a pig uterus to weigh and look at. We also looked at pig semen under a microscope. The professor was obsessed with histology. Expect to look at many slides of different tissues and know how/why they differ, where they are from, etc. I don’t remember assignments, but there was a lab practical that involved many things. Overall, it was a fun class.
ABE 227: Biotech Lab II (Kari Clase)
This class was busy. There were lots of things that needed to be done often (oddly no true deadlines it felt like). This was the dry lab portion. After ABE 226, any DNA that was collected sufficiently was sequenced and the data came back. That’s essentially what the semester was for. With the DNA from a phage, u must make entries to find out the start/stop site of genes, gene function; BLAST the genes, gather evidence there is truly a gene, and more. There were some small assignments with deliverables. There was also a larger project that was put into the undergrad research symposium. From the DNA, a small group chose a gene and researched. A lot of busy work and nights up, but there was a final genome announcement and research went into real life.
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JUNIOR YEAR
HIST 33805: History of Human Rights (Rebekah Klein-Pejsova)
This class was a requirement for an upper level humanities course. This class was easy and interactive. There were some readings that had to be done outside of class, but not much else was required. U would read, then come to class, fill out a discussion, and talk. The content started back in history and moved all the way to just beyond the Holocaust. There were a couple writing assignments that were like a paragraph. The final was to write a paragraph on when u thought the history of human rights began. Again, easy and almost no work required.
BCHM 307: Biochem (Barbara Golden)
I loved this course. Dr. Golden was soft spoken but she made sure u got the info u needed. The content felt like a mix of genetics and chem. The course was biology-sided for those that hate chem. This course went back to the central dogma and such, but then included a lot of metabolism and inner workings of cells. There were parts involving the Citric acid cycle and other “basic” biology concepts that went into further explanation from a different perspective. I believe there were also hotseat/iclicker questions. If u liked biology or genetics, u should like this course, too.
BCHM 309: Biochem Lab (Orla Hart)
Just like the genetics lab, this lab did content that led up to something big at the end. The lab was spent learning basic lab technique, then focused on isolating and purifying LDH from a Bradford assay. There were lab reports/assignments, but they all help and lead to the big lab report. It was a fun time. Dr. Hart was a fantastic prof for the course as she fully knew the topic, always helped out, and had high expectations. She would also joke and talk with us. She shared about her family (she’s Irish), her cats, n more. + she would talk with you in her office, where she had Ghirardelli chocolates to eat. There was a written midterm + u are required to wear a lab coat and goggles during lab.
ANSC 311: Animal Breeding & Genetics (Donna Lofgren)
This was another class that I liked a lot. For anyone interested in this topic, it is not what u expect. The class is not punnet squares and seeing what traits u can see. This class was a lot of math. You had to find the allelic/gene frequencies, var, covariance, selection intensity, generation interval, EBV, etc. I cannot stress that this class is a lot of math (prolly 75/25 to 85/15 for math/concepts). It is, however, one of the few genetics restrictive selectives for ANSC (if I remember right). There is other content too, learning about how to breed animals, components of breeding and genetics, etc. There is a lecture and lab. The lab is when homework was intro’d and we were given time to ask questions/complete it. The lab lasted 2 hours, and usually there would be several homework problems left. There was also a large project that used a sim (mine was beef, other years used lamb/sheep). I would have to cull and breed to get better genetics, get rid of disease, etc. The better the offspring the better. This sim was paired with an arrow chart and written report. Lot of work, but a lot of fun.
ANSC 326: Applied Non-Ruminant Nutrition (John Radcliffe)
This class was boring. Unless u love animal nutrition, it’s hard for it not to be. This was like a continuation of ANSC 221, but only focused on (essentially) pigs. Once again, just learning the background/basic info for feeding animals, providing nutrients, and balancing/creating rations. Also, this class also uses a lot of Excel - more than ANSC 221. There was a final for the course, but it was only a 1/2 semester course. There may have also been a lab section, but the work typically finished quickly.
ANSC 446: Companion Animal Mgmt (Rod Allrich)
Another course with Rod. It was basically nonsense. U learned what it took to keep companion animals healthy and managed. Specific diseases/interests were looked at for animals during class + issues/problems with animal clinics, shelters, etc. There wasnt much to learn. Since it was Rod, there were no slides. Anything written could be tested. Students had to present some issue with companion animals for points twice in the semester. There was also an animal business plan due at the end of the semester. It was required to describe the location, services, employees, their benefits, etc. There were no exams, but there were his quizzes - u were provided movies to watch and write a 1-page summary/reflection on what u saw. Once u get used to Rod, his classes are some of the easiest to ever take.
MGMT 200: Intro Accounting (Terra Maienbrook)
This was my first class for my Real Estate minor. If u have taken any math class at college u should be fine. This course is an intro. U learn the accounting equation, debits, credits, depreciation, and interpreting it through balance sheets. It can get a little confusing when things are broken down further, but as long as u pay attention there shouldn’t be trouble. Just remember what debits and credits do and u should pass the course. There were assignments that helped understand what needed to be done and how the content u are learning works, but it turns into busy work later on. If u get 1 small error as ur doing ur balance sheet, then the whole problem will be wrong and it probably won’t tell u what the error is. The professor also used hotseat/iclicker for attendance, so make sure to show up. She did let u come to any section at any time and still do the attendance. Exams weren’t difficult if u pay attention and do well in lecture and homework. If u do well, the prof would even email saying that u did well.
MGMT 304: Intro to Financial Mgmt (Phil Baeza)
This class was okay. Part of it could have been it was the prof’s 2nd semester teaching here. The class was a lot of basic info for management/econ and was also a requirement for the Real Estate minor. U are taught corporate finance + the goals of it, cash flows and a bunch of math with related terms (NPV, PV, NWC, NOI, etc.) None of it was exactly difficult to figure out. The class itself wasn’t bad content-wise. Once u learned the information, it was there. There was a lot of Excel for solving problems. If u aren’t good with Excel - make that a priority. The course also had exams, but you were allowed a typed cheat sheet for each. Besides the exams, there was also a case competition (so many of these in MGMT classes). Info was gathered about a company and with a group had to decide to approve or disapprove of their loan request. Overall, not terrible, but hard to sit thru.
ANSC 303: Animal Behavior (Marisa Erasmus)
This was an interesting class to take. It was pretty fun (and I ended up as a TA, my last semester). The course is essentially psychology in animals. You learn conditioning, scientists who contributed to the study, types of interactions, and types of behaviors (maintenance, maternal, social, play, sickness, etc.) and how they are in animals. The course also has a lab section with it. The lab section is essentially to allow for time for the zoo project, although there were some labs that went to the ASREC to observe those animals. For the project u are provided an animal at the zoo to research, go to the local zoo, and observe them. When ur back you create a presentation for the research you did involving the animal and enrichment provided by the zoo. In class, there were several quizzes over lecture content plus a midterm. There were also assignments, but many of them had some involvement with the zoo. The class also had no final, but there was a final quiz. The professor did talk fast sometimes, but as long as you typed or rewrote notes later, there was no issue.
STAT 503: Stat Methods for Biology (Yan Xing)
Unsure of why, but I loved my grad level stats courses. They were much easier and fun to learn than STAT 301 (so if u hate STAT301, give 503 a try). This course basically started at the beginning. The content started with learning sample vs population, statistic vs parameter, plus sample unit, size, variables, and variable types. The course became harder as time went on, but nothing was super difficult. The topics included basic stats (mean, stdev, var, types of distributions, unions/intersection), marginal probability, tree diagrams, binomial distributions, chi-square, ANOVA, hypothesis testing, and multiple comparisons (like bonferonni). The information was always presented in a way catered to life sciences (crazy). The lectures not presented in class, but expected to be watched beforehand. I did not go to lecture, but watched the lecture videos on my own. That was enough understanding to easily pass. There were homework assignments that were due every other week. Start them sooner than later, you’ll need the time! This class was also my introduction to coding in R. I had no experience in any coding beforehand but easily got the hang of it, especially since the professor provided tutorials. It was used for every homework, basically. There were also quizzes that weren’t too difficult. The class was not easy, but it was fun.
ABE 512: Good Regulatory Practices (Keri Clase/Stephen Byrn)
This was the final class I needed to get my Biotechnology minor. It was terrible. The professors were nice, but there was no structure. The lectures were about regulatory science and dealt a lot with information from the FDA. The course went over the good and required practices required for the creation, testing, passing, and distribution of medical equipment and/or drugs. Every small detail and information that was not in lectures was required to be known. There were quizzes and assignments that all got turned in through Gradescope. The quizzes are where random information was expected to be known. The assignments were deliverables which asked some question or inquired about a part of the process and write about them. The final was a final deliverable that had to effectively be a conglomeration of the other deliverables (but not just copying and pasting). The class wasn’t hard, but very poorly set up.
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SENIOR YEAR
CSR 103: Intro to Personal Finance (Wookjae Heo)
I just needed a filler class in my schedule. I figured it could help learn some “real world” stuff that maybe I wasn’t sure about. The class was completely online with provided lecture videos. It was very easy and what would be expected. Topics went from how to manage debt and make sure you can get loans, to being informed about credit cards and insurance. All the information was easy to get through. There were writing assignments to be done basically every week. The professor would have you read a paper that 50/50 he had a part in writing, and answer questions. Some things were interactives that just needed to be completed (regardless of how well). Not a bad class. It will definitely pad your GPA - everything taught should be common knowledge.
MGMT 370: Real Estate Fundamentals (Lindsay Relihan)
This course was quite informative. It was an average level of difficulty. There was a lot of information that went into it - I mean it is a fundamentals class. Topics that were talked about included foundations of real estate, what is real estate, valuation of property, lending, time value of money, multiple financial ratios, and taxation. There were multiple assignments - some writing and others math. The writing was for discussions (5 of them) about certain papers provided or certain book chapters. The math assignments were problem sets to get done for what we had learned. They gave plenty of time to finish them. Beyond that, there was also another case study/competition. For this a company was selected and given potential locations to move to. You had to decide if it was worth it for the company to move locations.
ANSC 345: Animal Health Management (Rod Allrich)
For this class, I just needed to take another ANSC course. This class was practically the same as any other Rod Allrich course. We learned how to keep animals healthy and basically many different common diseases of animals. From his website, we would get brought to a page talking about some disease or medical problem that could potentially happen and have to write a 1-page summary/reflection. This happened each week. He still did in person quizzes with statements of fact. Once again, students had to make videos/presentations for the class to present on some problem. There was no final exam. Did not learn too much from this one, but it was a great space filler and GPA booster.
ANSC 481: Contemporary Issues in ANSC (Barry Delks)
This is essentially the final push for ANSC students. As seniors, you take this course to prepare you for the real world. Lectures were given by guests who the professor brought in. They would talk about their specific company, career, or niche and any issues they were seeing there plus how to stop them. The professor would then have groups get together to discuss ways to fix the problems and have the guest comment on what was said. There were also assignments to be done, but they were very easy. They were just things to make sure you were on track for a job and/or graduation (having a 30-sec intro, making a cover letter, redoing your resumé). Part of the class was also just attending the career fair.
STAT 512: Applied Regression Analysis (Tiantian Qin)
Like my other grad level stat course, I absolutely loved this one, too. This class was a DIST course. This class solely focused on regressions (simple linear and multiple linear regressions). Topics for the course started with the basics (terms of regression like betas, Xs, SSE, SSR, SST, and diagnostics) and moved to more difficult content (lack-of-fit-testing, global f-testing, transformations, ANOVA, marginal effect, coefficient of partial determination, multicollinearity, and more). I found the content interesting and it was fun to learn about. Nothing was too difficult and could always be asked about through office hours. There were homework assignments that corresponded with the lectures that were due every other week. Again, take the time. The course also used R coding for everything that was done. The course also had a couple exams to do. But the biggest thing was the regression project. This required a group of students to get together, find a set of data, and use it to form a regression analysis. There was a lot of coding involved, but it was fun parsing through and wrangling data.
MGMT 375: Real Estate Law (Cecelia Harper)
This course has been super personal and fun to take. This is one of my last courses for the Real Estate minor and I am glad to have taken it. The course goes over any and all laws that relate to real estate in some way. The course talked about property rights, subsurface rights, common laws, easements on land, financing/lending, prenuptial agreements and other contracts. Most grades come from exams, though. There were 3 during the semester plus the final. All exams (except the final) were open note and book. The final we were allowed a 1-page cheat sheet that was front and back. The only grades that did not come from exams were from the contracts we drafted. You create your own lease agreement and purchase agreement, then pair with someone to mesh them together for a new one of each. I think the course is particularly made tho by the professor. She is a practicing real estate lawyer who knows what she is talking about. She would set it up so the class was very personal and we each asked her questions. It was interesting because she could have stories about clients to connect things from class. She would always entertain questions. There was no extra credit, except for when she would randomly do attendance. The course structure could be changing quite a bit now, tho.
MGMT 43901: Real Estate Investment & Development (Michael Eriksen)
The other last course for my real estate minor. This class was a step away from what I thought it was going to be. This course is geared toward commercial development and the business side, as I felt. There was nothing really said about personal/residential property. The course topics included an overview of real estate, ways/types of investment, estimation of cash flows for commercial real estate and finance terms associated, providing loans/financing, the roles of a developer, and taxes. The course didn’t have many plain assignments. These were Excel files with attached questions and instructions. If you could follow the instructions you did well, plus the assignments built on each other, except the last one - this one used ARGUS software. The majority of the work was spent on a case competition (go figure lol). Students were put into groups to select a plot of land to develop for some commercial purpose and provide the financials, timeline, and reasoning for the decision. There were several required tasks to be done for this assignment, plus a presentation at the end. There was no final exam, but there were 2 midterms. You could use an excel sheet with notes throughout, tho. The professor was good. He catered to his students and asked questions about how we thought the class was going. A good class to take.
BCHM 421: R For Molecular Biosciences (Pete Pascuzzi)
I took this class because my previous classes had made me really like working in R. I took the class to continue on with that. If you do not have a basic understanding of R, it may be a slight learning curve. The class only met on Wednesday and Friday for 2 hours. There wasn’t a lecture every class, but there was usually some work to be done. All assignments were done through R and could typically be finished in the class period. If this wasn’t possible, it could usually be finished the next class. The class just showed different things in R, from graphics and data wrangling to how to process gene ontology. There were homeworks and labs, with labs being more involved. There was a midterm that was open resource and a project. The project was done at the very end with groups who put together code from previous lectures/labs to create an RShiny document. The class did have a final, again open resource, but any graduating seniors did not have to take the final. There was an opportunity for extra credit by creating an R notebook for all your notes for functions and lines of code. The professor was also nice, helpful, and willing to put in effort to match you.
ANSC 351: Meat Science (Yuan Kim)
This class is basically just biology plus some extra info for meat processing. If you have taken muscle biology (or just bio) you will do well. The class does have some busy work, tho. The first part of the class was solely muscle biology. After this, the class went into meat quality (including analysis, factors affecting quality, etc.), parts of production (packaging, freezing, heating), slaughter and that process, then into meat safety. The content was interesting to learn and easy to take in. The class did have several assignments. After every class was a lecture quiz, each week there was a reflection, and every so often there was a case study. Case studies involved reading a case and providing a response to address the cause of a problem and fix it. The whole semester, there was a project involving some topic in meat science (novel tech, meat in diet, lab-grown meat, alternatives, etc.). Groups got together at the beginning of the semester to make a decision on the topic. Then, throughout the semester, groups met with TAs, wrote drafts of a paper, critiqued other student papers, and made a presentation to show the class. Throughout the semester, you have to work 2 shifts at the butcher block or write a giant essay on a book, too. The class also required 4 exams and a final. If you showed up to every class, you were able to skip the final. Dr. Kim loves the topic and wants you to learn, but most of the grading will be done by TAs.

Age dreamer here! I hope its allowed since its under the same umbrella?
Ive always liked "little stuff" , to the point where I was still watching 'baby' shows in late elementary school. I like preschool shows a lot. And playdough, and stickers, toys, colouring, pacis too, though I cant currently get any :<
The thing is, from what I understand, a lot of people in the agere space are people with bad childhoods and trauma, and so they use age regression as a healthy coping mechanism.
I have good parents though, as in, well-meaning parents who tried their best. My dad thought spanking was the proper way to discipline young children, cause thats how he was raised. He stopped eventually, because of learning that it isnt a good discipline method at all. I feel like it mightve contributed to my fear of making authority figures angry though..cause I remember him always sounding angry when he spanked. So when I started school, I was a pretty anxious kid, and I was always doing my best to colour inside the lines and make everything the 'right' colour, and stuff. The kids [4-5 year olds] who scribbled over their colouring/worksheet got punished, so I thought that if I accidentally got too much outside the lines, Id also get punished. We would have to colour in stuff every day in preschool [or well, my equivalent of it, since I dont live in the US] to the point where I just saw it as a chore and its one of the reason I disliked school, even from a young age.
I ranted about all that stuff just now because my working theory for why I like age regression is that I want a "do over" of my early childhood and to enjoy myself properly, without getting worried about getting punished.
Yesterday I was working on some colouring pages with crayons and it was very nice to not have to worry about getting outside the lines...
Also, does anyone have any similar experiences or different opinions on why I could be drawn to agere stuff?

I’ve never used Reddit before so forgive me if I don’t know what I’m doing.
I am in my second year teaching at a 1-5 elementary school. I teach 15 classes (3 of each grade level) and 4th grade instrumental lessons.
Some general ed teachers brought to my mentors attention that I lack consequences and classroom management skills (none of them have been in my class longer than dropping the kids off and picking them up to really see what goes on in my classroom btw). And basically next year is my make it or break it year.
I’m seeking advice on classroom management and what types of consequences work.
Here’s what I’ve implemented so far: -worksheet packets for individuals misbehaving instead of participating in the activity -email home -fix it ticket where students write what they did wrong and why it’s important to change this behavior that then gets sent home to be signed by a parent or guardian -whole class apology letters
I am not allowed to take recess or hold kids after school since it’s elementary.
None of these teachers have spoken directly to me about this or have offered advice on what works for their classroom. They make it sound like my classroom is a tornado which is completely not true.
I don’t have much context other than that. But I am trying my best and hope to be met with some advice and compassion! I know the first few years (if not more) of teaching are difficult.
Thanks in advance!!

Our elementary school likes teaching kids different methods to solve math problems, like use a number line, make ten/make 100, use number blocks, etc. This all sounds like a great idea but it feels like they don’t spend a ton of time on any one method and I feel like my child has only mastered about half of them.
We also work on school stuff at home and I started off teaching her to do math the old school way I learned in school - write the problem out vertically and do it that way. I have tried to work on some of the other methods with my kid but the school has no textbook that comes home and we don’t get a copy of their curriculum explaining what methods are going to be covered so mostly this is remedial work after she comes home with a bad grade on a worksheet because she hasn’t mastered that new method yet.
Recently she brought home a math worksheet with every single problem wrong. These were 2-3 digit subtraction problems that she definitely knows how to do using the old school method we use at home. I asked how she got them all wrong and she said they were required to use yet another new method to do them. She couldn’t explain very well what it was but there was some sort of song about adding up and then counting down. Clearly she did not understand how to do the method properly. We went over it using the method we use at home and I explained why her answers were wrong but that’s the best I can do.
We have talked to her teacher about these methods and her take seems to be that worksheet grades don’t matter that much at this age and they are just working on exposing the kids to new ideas. But I am still upset when my kid comes home with most of the problems wrong on a worksheet. Seems like a bad precedent to set that they can come home with 0/10 or something and that’s acceptable because it certainly won’t be when she gets older and grades start to matter more. But I’m at a loss of what to do since we have seemingly no way of working on this stuff ahead of time before she ends up with a bad grade on a worksheet.
Has anyone else had a problem like this? Any advice on stuff we could do?

Mission Prerna UP:- Mission Prerna Portal UP has been launched by the Uttar Pradesh government to improve the basic education level. Through this portal, assistance will be provided towards strengthening the elementary education of the children of the state. Because when the foundation of children's primary education is strong, their secondary and higher level education will also improve. About 16 lakh small and big schools of the state will benefit through Mission Prerna UP portal. With the help of this portal, elementary skills will be provided to the children of government schools of the state. If you want to get more information about Mission Prerna Portal UP, then you will have to read this article carefully till the end. Because today we will provide you complete information related to Mission Prerna UP Portal through this article.
Prerna Portal UP was started in the year 2019 by Uttar Pradesh Chief Minister Yogi Adityanath. This portal was started keeping in mind the future of lakhs and crores of children studying in more than 16 lakh schools of the state. Prerna Portal is an online education delivery portal developed by the Primary Education Department of Uttar Pradesh. Which has been launched for the improvement and quality education of basic education level from class 1 to class 5. Through this portal, free basic education will be provided to children, which will strengthen their basic education and also improve the skills of the students.
This portal will prove to be very helpful for primary level children. Students have been provided the benefit of online services and resources through Prerna Portal. Through this portal, students as well as teachers can get study related material sitting at home.
Objective of Mission Prerna Portal UP
The main objective of launching Prerna Portal by the Uttar Pradesh government is to improve the basic education of children studying in government schools of the state by providing them skills. Through this portal, children from class 1 to 5 will get benefit so that they can pursue their studies with ease and fun. This portal helps students to access education resources through internet so that children sitting at home can get online regular class and class wise syllabus information. This portal will help in pursuing the bright future of the students.
Benefits and features of Mission Prerna UP Portal 2024
Mission Prerna Portal UP has been launched by the Government of Uttar Pradesh to improve the quality of education.
With the help of this portal, basic education will be provided to the students of class 1 to 5 by the Uttar Pradesh government.
Lakhs of students of the state will get the benefit of this portal through Mission Prerna UP.
About 16 lakh primary schools will be covered on this portal.
The facilities of this portal have been kept online by the state government so that more and more students will be encouraged for digital education.
Beneficiaries will be able to use this portal sitting at home so that they will not have to visit any government offices.
With the help of Mission Prerna Portal, students will be able to get free study material.
This portal can be easily used by children and teachers studying in government schools while sitting at home.
This portal will help children to strengthen skills and basic education.
Students can understand subjects like Mathematics, Arts, Science etc. better through Prerna Portal.
How to do student registration on Mission Prerna Portal UP?
The process of student registration on Mission Prerna Portal Uttar Pradesh is given below, by following which you can easily register yourself.
To register, first of all you have to go to the official website of Prerna Portal.
After this the home page of the website will open in front of you.
On the home page you have to click on the Login option.
After this a new page will open in front of you for registration.
You have to enter your username, password and captcha code on this page.
After this you will have to click on the Proceed option.
In this way you can successfully register on Prerna Portal. After which you will be able to login to this portal.
How to login to Prerna Portal UP?
First of all you have to go to the official website of Uttar Pradesh Prerna Portal.
After that the home page of the website will open in front of you.
On the home page you have to click on the login option.
As soon as you click, the login page will open in front of you.
Now you have to enter user name, password and captcha code on this page.
After this you will have to click on the Proceed option.
In this way you can login to Prerna Portal Uttar Pradesh.
How to check learning material on Mission Prerna Portal UP?
First of all you have to go to the official website of Prerna Portal UP.
After this the home page of the website will open in front of you.
On the home page of the website, you will have to click on the option of Student Corner.
After this you have to click on the option of learning material.
As soon as you click, a new page will open in front of you.
You will see videos, audios, books, posters, documents e-pathshala and other options on this page.
You have to select one option as per your requirement.
After selection, you will have to enter the information of class, subject, topic.
After this you will have to click on the search option.
As soon as you click, information related to the selected subject will appear in front of you.
In this way you can get study material and other facilities on Mission Prerna Portal.
Process for teacher login under Mission Prerna Portal
First of all you have to go to the official website of Prerna Portal UP.
After this the home page of the website will open in front of you.
On the home page you will have to click on the option of Bank Data Upload.
After this you will have to click on the option of Teacher Login.
As soon as you click, the teacher sign up page will open in front of you.
Now you have to enter your mobile number on this page and click on the Verify option.
After this you will receive OTP on your mobile which you will have to enter.
In this way you can easily join as a teacher on Uttar Pradesh Prerna Portal.
Process to view student worksheet on Mission Prerna Portal UP
First of all you have to go to the official website of Mission Prerna Portal.
After this the home page of the website will open in front of you.
On the home page of the website, you will have to click on the option of Student Worksheet.
As soon as you click, a new page will appear in front of you.
On this page you will find student worksheets for 1st grade through 5th grade.
Now you have to click on the option of the worksheet of the grade for which you want to view and download the student worksheet.
As soon as you click, the relevant student worksheet will appear in front of you.

I am forty something, my kids are almost grown, and Ive always wanted to be a teacher. I never had the confidence til now and I had to stop working my very physical job at a bakery due to health problems. So I decided to go for it, even though my whole family thought I was crazy! I started subbing this fall at local public elementary schools. For the most part, I have been picking up 2 days a week. I get sick if I work more than that.
I have found a couple of schools that request me back, but most of them were one and done. I have found that I prefer 2nd and 3rd grade. My problem is it is exhausting. If Im sweet to them, they run all over me, if Im strict, they back talk and run all over me. I have had to call the office for backup for fighting students everywhere except for my two favorite schools. I learn their names quickly and answer questions professionally, I follow the schedule and plans(if there are any). I have learned some attention getters like counting down, saying class, class, etc.
I bring extra worksheets and enjoy teaching math to the kids that will listen. Also, I have just learned that if I show them a one minute timer and explain that if they don't get quiet in one minute they have to walk laps on recess. I also just started taking them outside for extra recess if most of the class finishes what the teacher left for them. Is this normal? Im not getting much feedback from teachers or principals. How do I know if I am doing it right? How can I ask for feedback without sounding needy?

She can even finish her elementary education degree at the same school. But will have to pay (hopefully will get scholarships). She doesn’t party - and truly has her head on straight. How in the world can my daughter convince the teacher she’s doing the right thing? I feel like doing a worksheet showing the true cost of $26,000/year for FOUR years? Thanks in advance for any help or ideas!

Not to divulge too much information but I (18f) do some tutoring side gigs after school. Usually it’s with kids who struggle in middle school math but recently I have been tutoring this boy (for privacy reasons I won’t say anything more than he had extenuating circumstances growing up that stunted his learning). Now for reference, he is much older (think older elementary to middle school range) and still does not know his abcs or how to spell/read. He also does not respond well to media that seems too childish to him that could help teach him, as well as the fact he is scared to make guesses in fear of being wrong.
Aside from reading though, he loves math and science. He does really well with understanding basic addition and subtraction and can even count all the way up to 100 by himself which I thought was very impressive. He also loves animals and dinosaurs so I definitely plan on talking about those more with him later on as I am being paid to cover a broad area of tutoring in subjects with him. For right now tho, I’m hoping to get his reading improved more first.
I recently found and downloaded duo abc and me and his guardian found that he took to the app very well compared to others. He also likes playing prodigy math. I’m looking into other apps and sites to help and possibly worksheets to work with him on and I guess what I’m asking is maybe some suggestions or perhaps some advice on how to teach him more effectively?
Thank you so much in advance!
Edit: corrected a typo. I’m typing with long nails rn and I’m not used to them so bear with me lol

Hey everyone!
I've built a personalized learning platform for K-5 mathematics! My wife was an elementary school teacher for 10 years before opting to stay home with our two children. I know the struggle can be real sometimes. I remember staying up late helping her grade assignments, cut out things for her classroom, or vent about everything going on. Hopefully this might be somewhat helpful in alleviating some workload.
You can generate lesson plans, worksheets, link up to 30 children to view detailed performance analytics, chat with our educational chatbot, visit our educational music library, and much more. If you are interested, comment below and I'll DM you a discount code for free lifetime access. All child accounts are free and you can complete non-personalized activities without even logging in.
My sons favorite thing to do is to play Ridge Racer, which is a math racing game that automatically calibrates to a students grade level and allows them to slowly progress as needed.
Also, if you have any suggestions or something you would like me to add for you, let me know and I'll see what I can do!
Visit VertexMathematics
**I've built this completely solo (my wife provided strategic input) from the ground up, so it's not perfect.**
**Mods: I didn't see anything about this being against the rules. If it is, let me know!**
Edit: typo

Depressed since before middle school (I'm 22 this year, so depressed for 12 years), generally always had an unconventional view on life. Pretty much have never wanted to live, even before I knew I was actually depressed. In all honesty, I come from a privileged background and the guilt of not making anything of / not wanting to live my life has gnawed away at me for years. It's kind of the only reason I've been keeping myself alive for so long. That and I feel I need to pay my parents back for all that they've offered me in life.
Anyways, it feels impossible, I do have some interests, mainly in computers. I do kind of have other hobbies but it's mainly just gaming now. If I'm being honest I don't even want to play games anymore, I don't find them fun. Everything I do I feel I have to be good at or improving at or I'm wasting my time. I'd rather lie in my bed all day and not think of anything.
Yeah parents abused me and all that. Mostly mom, I don't think I hate her but being around her for too long just hurts me inside. It was never much physical stuff, maybe when I was younger, my mom would spray me with hot and cold water to punish me. Lock me in the bathroom and turn the lights off. I'd be forced to sit at a table and study for hours, wasn't allowed to leave to use the bathroom, eat or take a break until my worksheets were done. Dad was always away and was a rageaholic. Setimes I'd get hit but it was mostly my mom. I'm numb to hunger, temperature, needing to use the bathroom. It just turns off in my brain.
I thought I had friends and was known as someone who was "friends with everyone" throughout elementary school. Started getting randomly bullied in middle school, there's no real explanation for it, I wasn't that weird I think and I was good friends with a lot of people before it was just decided that I'd be the punching bag. I always stood up for myself alone and I think they knew that if they just kept going I'd eventually explode in emotion later because I didn't have any real friends anymore. My mind replays all the moments I've been told to kill myself, especially the times where "my friends" have said that to me infront of my entire class. No one said anything or did anything, they just watched me run away. Teacher couldn't help even when I asked for it, I didn't want help from my parents, I didn't have anyone. I also turned into a bit of a bully because I thought everyone was always coming for me, I regret pushing away people that might've truly cared about me. I've always inflated my ego like a bird makes themselves bigger to scare off predators. Bullied all through middle school to grade 11 where COVID hit. I stopped talking to everyone and never left my room. I got a job as a system integrator, my boss thought I was bright but I let him down. I had way to much anxiety and was too suicidal. When school came back I'd given up and pulled out of all my classes, I fully thought I was going to kill myself by the end of it.
When I compare what others have gone through compared to me, I only ever see myself as a privileged kid complaining and someone who just needs to suck it up. I generally use the term "fortunate circumstances but unfortunate experiences" to describe my life. I haven't lost anyone, no one has died in my life but I don't feel connected to anyone. Not my parents or younger brother. I don't want to talk to more people anymore and actively avoid all social situations. I have tried to untether myself from the world and the people who know me ever since COVID hit.
I've always thought I'd kill myself at the end of highschool, if not after I get into / get my uni degree. COVID kind of fucked me over, I was always decent enough at academics, "kid who never applies himself" and all that. I sometimes think / wish I killed myself earlier so my teachers would forgive and understand why I found it hard to care about their classes. I have been told I'm smart and that i "have gifts" when it comes to other aspects of my life. I think that is either my diagnosed ADD or undiagnosed high functioning ASD. I have been on medication; anti-depressants and medikinet for ADD but neither helps. I only got my ADD diagnosis during grade 11, so I was undiagnosed all my life.
I think my parents love me but I don't feel it and have never felt it from them. I don't think about romantic relationships too much anymore, I'm afraid of how I could spread my suffering on to someone else. It would scare me to have someone love me when I don't want to get better.
I've been to an expensive mental institution, it's how my dad has always dealt with me when there's something wrong with me. Just pays someone else to fix me me, I think that's fair though, I'm probably to eccentric for most parents. I think my parents just got unlucky with me, they're good parents and I've been raised with good values but I'm just not a normal child. My mother always had the superstitious belief that I was born wrong.
I don't think in ugly or anything, I don't have any charisma / people skill issues but I just hate doing it. It always feels like in pretending to be happy when I engage with someone else. I don't feel like I have an identity, I have always existed as the silhouette of what others want me to be.
I’m currently studying abroad in North America (in the home country of my dad, the passport I currently hold / I'm a citizen of). I would say that my home is back in asia but I don't really have a home even though I grew up there. I don't have an accent and I've only ever spoken English so it's not difficult for me to talk to people here for language reasons.
My parents live in Asia and that's their home. I feel as if I cannot bear it anymore and I want to end my life. That being said, there's 2 weeks before I go home.
Would it be better for my parents if I killed myself far away from them or in their home after they spent the money to bring me back and pay for my next school year.
I've been called selfish / incapable of emotions all my life by my parents, I'm sorry if it feels cold reading this but I don't think I was made to function in this world, certainly not for this long. All I ever think about is how what I do affects them, I never ask for anything and I'm still ungrateful, I guess that's fair because others dont have the opportunities I'm essentially throwing away. I dont live for myself ever, I have never done drugs or alcohol, I don't even drink caffeine. I've always thought I'd kill myself in a way that keeps my organs healthy/viable. I wish I could take a bullet for someone else so I could feel like I did something for someone without having to keep going.

I'm a substitute teacher who has been working for one district in particular since 2015. I got my credential (M.S.) in 2021. It's been a long, hard road for me. I've applied again and again for a full time elementary teaching position. I have been so dedicated and determined that I want to be a teacher. I've been offered a handful of long term positions that I put my heart and soul into. I've achieved a lot of mini things that get to be forgotten-it's been that long. I've experienced many ups and downs.
The culture has changed so much in the past near decade since I started. I can't believe I'm even still saying this is what I want to do. As a substitute I feel like I get the worst behaviors.
I started a "long term" sub position this week that is just one day over the start of being officially long term (pay rate wise). Originally I was supposed to start in February but the actual teacher came back. It was supposedly an unexpected return as the DO had requested me to long term and the school site estimated I'd be there until the end of the year.
It's a Learning Center class with one SDC student who stays all day and the rest come in for certain times. Their teacher has been absent most of the school year. These students have a really hard time with change and are struggling to accept that I will be there with them for a while. I WANT to help these learners. Before me I can't say these students have been served in their best interest.
The long term sub before me was there for 4 months. The principal loved her and even "fought so hard to keep her." I observed this sub for about a week and did not see her teach once. In about a week I saw her play videos, give worksheets, and talk. She made schedules and a list of duties for the PAs to carry out. She socialized with her favorite PA after giving the kids busy work, telling them to go on their computer, or watch the video. I had many questions about what she actually did besides give them busy work. I even stepped in as co-teacher when I was supposed to be observing. I asked the sub if she met with grade level or attended meetings and she said no. She even left whenever she was done printing out papers or looking for a video to update her slides. Before school the principal initially instructed me to do what the current sub is doing "because it's working." This sub babied them, let them have tantrums on the floor, and promised to buy them treats. Some of the worst behaved students were allowed to play on the chromebook or do anything they wanted just to avoid the behavior. Does the principal just want to never hear what is going on in the class?
I had a long term (3rd grade) for her school in the past. It was a great class. The kids learned, they were kind, they achieved. She walked in once and was taken back to find the kids quietly focused and on task (this is one of my major wins- this was how my class operated). Maybe the talkative one was absent that day or he was already switched to another class. The parent of the talkative one who needed more redirection complained about me to the principal and the principal put the student in another classroom. The student's behavior and performance did not get better according to the other teacher. Another student complained to her parent that I wouldn't move her seat (bet she didn't tell her mom she wanted to sit next to her friend) with the seating chart update. The parent complained to the principal so the principal moved ANOTHER student to a different classroom. Later, the friend made up a story that I made her stand in front of the whole class to recite the pledge of alliegance. That was easily disprovable. After the incident with the three different students, the class moved on. I still taught a kid to read when no one else would. He earned his first "A" ever and read his first book ever. :') This class had many of my achievements that are now forgotten and were never acknowledged. It's fine honestly I know what I did and can be proud. A boss COULD look for the positives but this one doesn't.
In the 3rd grade class I was never asked to attend trainings or meetings besides a weekly grade level meeting. I had a lot to do and knew what exactly the students needed and spent time after contract hours doing whatever I could to help my students.
This time around -my second time being asked for the same job- the principal has different expectations that were not communicated. On my first morning back I arrived early and the principal dodged me. I saw her see me and then put her head down. I already think she doesn't like me because of the past job, and the previous sub showed what the class was about (and was lacking ;p).
Yesterday was one of the school meeting days. I did not get an invite. I finished my work, kids were dismissed from school, I had work for the next day already set. I left before contract hour. I had nothing else to do since the kids were gone for the day. The principal came in after I left to talk to me. I didn't know she wanted to talk. I ASSumed she didn't want to hear from me and that I simply had to follow the lesson plan that was left for me. That is what a sub does.
Today I went to talk to the principal and could not find her. She must have been lurking around somewhere haha. Later she pulled me aside at one point and I addressed me not being there when she went to talk to me yesterday. She asked if I've done this type of class (SDC, LC) before which I have. *I've also done SPED mild/mod and mod/severe. *I've also done classes long term and during student teaching where SPED students mainstream. I've taught lessons and accomodated for SPED students in another long term this year! I said yes and she asked, "Can you even handle this job?" I said yes. She asked why I sent a student out and informed me that the students are required to be accomodated BY LAW. I told her I did not send a student out. Yesterday behavior support was there for a student who was being disrespectful and not letting me help him. The support saw what was happening and I said I won't help him with the work if his behavior continued. I honestly checked the sad faces on his smiley chart since he did not work toward his goals. The support said she would take him to the support room. I never sent him out. He had maybe five minutes left officially and if he needed to calm down in another room, I don't see the problem when support is with him. Anyway, I told the principal I can't think of how I did what she was accusing me of. She asked if I needed support and I said sure. She also said I'm required to go to meeting and training since I am long term.
One month compared to the four month sub in this particular class. I get micromanaged and told I need to do abc... The other one didn't get micromanaged and did not get in trouble for leaving early or playing videos that didn't support academic goals (especially for the ones in class all day).
I'm confused. The principal has a strong insistence that I do so much more than her preferred sub ever did. How do I stand up for myself? I'm not being treated fairly and it seems like the principal has had it out for me. In my bones I had a feeling she would find something to put on me and it only took a few days. At this point I want the steady job, the income. I obviously need money to survive. In my head my responses may come off as argumentative or sarcastic. Any advice for this kind of situation?
-Forgot to mention this sub did not even have a bachelor's degree or a credential. Funny how things work out for unqualified people sometimes. I started applying for full time before getting my credential now 8+ years later I'm still a sub. Meanwhile someone unqualified gets treated like they made all the difference. -

I (23F) am a first year elementary teacher, I currently teach the 5th grade. It’s been a huge adjustment from college to teaching, but I enjoy it.
One of my students (11M), (who we’ll call Warren, not using real names) is VERY advanced. He’s in the 99th percentile for IQ and is way above grade level in all academic areas. He’s autistic, but quite social, and is close friends with a group of boys he plays basketball with. His friends are all in grade level or slightly above, no where near him. Warren is a sweet kid, but if he’s not being academically stimulated, he’ll be acting like a class clown and distracting the class.
There’s this concept in education called differentiated instruction, which is basically about meeting kids at various levels in the same classroom. When learning about a topic, I give Warren late high school or early college level reading materials, as that is what challenges him.
Warren has a cousin (11F) in our class who we’ll call Mia. Mia is slightly below grade level, she doesn’t show any signs of autism and has different interests than Warren. They don’t talk much together in class, but they don’t argue. The only argument they got into was when Mia made a racially insensitive comment to a classmate (who’s the only POC in my room), Warren tried explaining why her comment was wrong to her but she didn’t understand before I had to talk to her.
Last Tuesday, I asked the class what they did over the break. Mia mentioned how their family celebrated Easter, she said Warren was acting “strange”, the first thing she brought up was him being atheist (his parents are religious) and how she didn’t get it, then she said he had “weird worksheets”. Apparently, he brought some of his homework to Easter and Mia saw it. She asked why his worksheets have “so many big words” compared to the ones her and her friends got. I tried explaining why, but I didn’t want any of the kids to feel dumb so I didn’t really give a great answer, just “it’s what he likes”. Mia kept asking if she could try his worksheets, because “she can know big words to”. I was unsure what to do as a first year, so I asked some colleagues and they said to just give her one of his worksheets. We were doing an English assignment on a book we read in class.
She came crying to me when she couldn’t do it, and got virtually every answer wrong. I told her I wouldn’t count it and she could have her old worksheet.
The next day, I got a call from Mia’s parents, they were screaming and asked why I made her cry, after I explained what happened, they told me they wanted me to name the teachers that told me to give her a copy of Warren’s worksheet because they wanted to “make sure they learn a lesson”, I told them their names in a panic and hung up and then went to admin to explain the situation, who were sympathetic.
Since then, both Mia and Warren’s parents have been posting on Facebook about my colleagues, calling them “bullies”, AITA?

Hello. I'm a homeschool mom who is looking to partner up with some teachers who would like to distribute their course material to subscribers via email.
When I was homeschooling, after banging my head against the wall because the kids were no longer listening to me and refused to do their work, I decided to try an experiment. I packaged up each day's lesson in an email and built a little software platform (I'm a software engineer when I'm not a homeschool mom!) to send it to the kids every day for 7 days.
The kids, who never receive email from anyone (because they're still in elementary school), were delighted to get their daily assignments from someone who was "not me". :) In the emails I could pack photos, worksheets, even music and videos and the kids would skip their normal homeschool worksheets so they could "do their emails" instead! They felt so special receiving a personalized email all of their own, it was truly a break from having mom nag them to do their workbooks. :D
Now I'm looking to partner up with other teachers who might want to package their courses this way and monetize them. There are tons of homeschool moms like me who would gladly pay for more email courses for our kids. We just need more material to purchase and use!
If you think you may be interested in creating content for this platform, please DM me!

Hello! I am a first year ALT at an integrated elementary and junior high school. I have two new sisters (8年 and 9年) from Peru who moved to Japan not knowing any English or Japanese. They are currently attending English, Music and P.E. classes and spend the rest of the day with a dedicated Japanese teacher. They have a translator who comes twice a week, but I believe she will not be attending their English classes.
My JTEs have asked me and my co-ALT (who only comes 2x a week) to help prepare worksheets to help them learn while the class continues with the lesson. At first I didn't think much, until yesterday when we had our first class and I found myself with one of the sisters for the entire period trying to quietly teach her months and days of the week. Then I realized, they will need their own material 4 days a week during English class. I plan to ask my JTEs for clarification, but it kinda seems they are a bit unsure what to do as well.
I don't know what direction to go from here. Along with preparing for my elementary school classes and my attendance for other JHS classes, I am pretty busy for most of the day with little time for prep. I studied a bit of Spanish in high school, but haven't used it in 5 years. Also, my Japanese is not good at all.
Since I'm a first-year ALT with no teaching background, this is really challenging for me. I already feel bad as I feel more pressure to do well for these sisters, who are already in a more stressful environment as new kids in a foreign country without knowing the language.
So far I've been resorting to finding online resources, and considering following the flow of the elementary textbooks so they can learn basic phrases and increase their vocabulary.
Any help would be greatly appreciated, thank you so much!

Today was my first day subbing ever and I was looking forward to it for a while. I work with kids (babysitting, nanny, church, etc) just have never been in a school setting. I’m young, in college and I’ve been looking at what careers to do and teaching has been one of them. Anyway, I subbed for 1st grade today and it was only a half day. I love working with little kids so I thought why not try early elementary? Well it went worse than I thought it would. Of course I had 10 students ask for the nurse, bathroom, the normal stuff. But later I had to get help from a teacher nearby and then call the office, which I’m embarrassed about. They told me how it doesn’t reflect me and how it’s not my fault, they said how this class is the “difficult” class. But I hate how I couldn’t manage the classroom, especially with my first time at this school. About 5 students behaved, but the rest of the 15 were tossing water, ripping paper, putting wet paper towels on their head, wouldn’t keep their hands to themselves (two kids even kissed on the lips), and it escalated to one kid hitting other students and screaming at them. I was barely able to get one worksheet done. Some students cried to me saying they couldn’t focus because of the disruptions. They trashed the room and I tried my best to clean it but I realized I forgot to clean some stuff (like erase the whiteboard). The office did take it seriously which I’m thankful for, but I’m just defeated and embarrassed for having such a hard time controlling them.
I work next week at another school for 1st grade again, and I’m just hoping this was a rare occurrence where I have some more difficult kids in the room. I’m not sure how to prepare for next time and do better since my confidence is a little ruined from today.

Hi all! I’m currently a first year student teacher who works primarily with elementary level students. Because of this, I do much of my lesson planning in my M2 MacBook Air, and I love my MacBook. However, sometimes I find myself not having enough screen space for all my tasks.
I design a lot of worksheets on my own for my students and am thinking about getting an M1 IMac for my desk because I like the big screen space and I know itll work well with my MacBook.
However I’m torn over if I should get an iMac (I found some fantastic deals on Best Buy) or a regular gaming monitor and use my MacBook Air and just connect it up.
Any advice would be useful. I love electronics and I do enjoy apple, but understand their limitations and flaws. I just prefer apple when it comes to my work flow. I also got a new job so I’m able to pay down and pay monthly for the iMac.
Summary: Should I buy an M1 IMac or use my M2 MacBook Air and connect it up to an external monitor.