note guy.... PLSSSS IMGGGG ONE CHANCE ONEEE CHANCEEEE im turning into those gojo fangirls for your ocs 😻😻⁉️
the best you'll get from him
(guys thats his handwriting not mine my handwriting is far better than his!!!! definitely!!!)
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Care to share with us what your no-longer-shortish wip is about???? 👀
FOR YOU? ALWAYS!
So I mentioned in this post that I had a short-ish WIP in my 'active development' pile that's angsty, Jamie-centric, and involves a cat. It's set in the nebulous time between Jamie rejoining the team at the end of 2x02 'Lavender' and the Dubai Air protest in 2x03 'Do the Right-est Thing', so Jamie's very much on the outside looking in.
Originally, it was only focused on Jamie having crushing feelings of social isolation, itchy feelings of touch starvation, and a cat. Now it's merged with another WIP from the 'extended mountainous pile' and given Jamie crushing feelings of social isolation, itchy feelings of touch starvation, a poor sense of self worth, terrible self-preservation instincts. And appendicitis. And a cat. (And Dani!)
(Even more characters just keep showing up too. I didn't invite them. They're just. Here.)
So now I'm smashing two different outlines together with all the single-minded enthusiasm of child convinced they've got the right jigsaw pieces. (They do not.) And while this isn't going to be long, it is no longer the short-ish length that I LITERALLY BEGGED IT TO STAY AT.
I LOVE the angst potential of the early-season-2-time-period and I would be remiss to not shout out our beloved @jamietarttsnorthernattitude who already covered it beautifully in 'i'm lost, but i'm hopeful, baby' and is DOING IT AGAIN RIGHT NOW!! (I'm very very excited 🥳)
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Hello! Very random and no worries if that's not your intention for the blog, but I love reading about your teacher experience and insights! Take this ask more so as encouragement to write more about it if you feel like it, because I'm going to start teaching soon (and yes, many people I've met have warned me about both its miracles and horrors lol) and it's really helpful to hear others' experiences :)
Thanks for the ask! Honestly I'm just a first year, so I don't have a tonnnn of advice to give. But here's a few general first year tips from one to a future another:
1 — No matter what, having a good department team is ESSENTIAL. You're going to be relying on them a lot your first year for help, advice, curriculum stuff, behavioral management stuff, etc. Talk to them, get to know them, have lunch with them, share issues/seek advice from them. You're going to encounter situations that your degree did not prepare you for (likely, in the first week lol. For me, it was Day 1) and having people around to help you judgement free is going to be crucial. I was super lucky that my department team and all the teachers from other departments that I work closely with are really amazing, easy to work with, etc.
2 — You're also going to want a good relationship with the "other" departments. The library staff, tech staff, sped department, guidance, janitors, etc. They're all lovely people, so don't be afraid to pop in to introduce yourself on the first week!
3 — Crazy things are going to happen. Like....all the time. Don't bring them home with you. As soon as you exit the doors, shake it off. All your students made it on the bus to their parents alive, so it's fine. Your job is done for the day. I've been going to the gym a lot right from school, and it's been really helpful to prevent myself from taking anything home with me so to speak.
4 — Document, document, document. Did something happen? Document it, email a copy to whoever's applicable: admin, guidance, sped, BCBA, etc. "Hello, just emailing a summary of what happened today" is not an uncommon email for me to send out. If an IEP isn't working, well at the next IEP meeting it shows they have 10 emails in the last month from you about little Timmy's hourly verbal threats and attempted physical violence to his classmates, so maybe the BCBA needs to do some data collection to adjust his BIP, or they need to give him a 1-1, or give him more resource intervention, etc.
5 — This isn't so much of advice, more like reassurance. The small moments when it clicks for a student and they get something, and then the confidence and excitement shows, it's really the best. That's probably why I've fallen so in love with working where I did. The other day, after weeks of struggling to help this student with Downs with his math, I tried a totally different approach based off a few example problems I saw in a math intervention workbook and hOLY HELL IT WORKED. It totally clicked for him, and the kid was so excited to do a problem out on the board for the class. It was amazing. Another student with an LD who I've been helping heavily school aced a quiz in one of her classes and legit ran into the room to show me. Cue me literally jumping out of my chair to high-five her, and her calling her parents to deliver the good news. Like, little things like that are really really special, and they're going to mean so much to you. And I hope you get to experience LOTS of them too!
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