#you've presumably thus BEEN to school right....are you kidding

[unproduciblesmackdown]

also like only getting to interact with family / being stuck unable to go anywhere in a suburban or otherwise car requisite environment / otherwise isolated is obviously not good but when people are like “going to school = developing normal correct social skills for kids” like as though even if [normal correct social skills] was a concept reflected in reality that the actual overall experiences people have in school totally taught them how to successfully interact with others. while it’s also like the “i hope kids are socializing the way they need to as much as they need to through school b/c that’s the only guaranteed avenue for it” = “adults better have all their social needs fulfilled through work =)” and like if people thought school was perfectly fine for them & surely everyone else & everything that happened socially was Healthy & Okay & turns around saying like well if a weird kid isn’t sent to school how can the crucible of their peers’ meritous reaction to their interaction efforts possibly forge them into a more normal person it’s like a “well My parents [used an abusive disciplinary tactic i’m asserting is okay for kids] & i turned out fine” situation when nt people by virtue of at least still being nt can claim that like yeah the bullying & fact that no actual socializing "teaching” goes on & is really abstract when it does & the ubiquity of concepts like “wow all the untouchable popular people who were assholes” etc etc like. again being isolated at home isn’t Good even if the home life is good, even if you Also go to school, but. same old same old concepts i guess like nd people can must should & will learn to be nt through the organic aba that is peers’ (&/or also teachers’) rejection of w/e ways they exist at school

#not even Actually directly abt homeschooling here just the type of like taken for granted notion that can come up if say #an autistic person was homeschooled like Alas that just made them Worse(tm) / so they never learned Social Skills(tm)...uh huh #you've presumably thus BEEN to school right....are you kidding #kids wherever doing whatever are gonna learn abt Socializing / Interacting one way or another from ages like four to eighteen or w/e #but then again idk what's more like Neurotypicality Idea than that well if you stick hundreds of kids in the same building and let them do #whatever then how can they Not figure out Socializing. it's just What You Do. #wherein really the most that adults are gonna do to Guide these things is like. stop talking / getting distracted during lessons #my doing the most Genuine Social Connecting With A Peer/s was stuff we weren't ''supposed'' to be doing. i.e. being Distracted or w/e #the friend i made organically where i don't think we even talked so to interact we had to be looking at each other/mirrored each other lots #so that was even more ''distraction'' and the teacher went sicko mode punishing that we weren't like solemnly following along during not #even a lesson at the time like wow thanks; this is all on a normal one then....that Was successful socializing; newsflash #it just wasn't ''correct'' for school b/c idk the inherent autistacity; being that i was involved at least; is like oh even more clearly out #of line than idk if we'd been sitting there talking but while duly unmoving or w/e #then like yep when i went to the isolated suburban home you have to Drive to leave i'd have no opportunities for interactions beyond the fam #like yes that also sucks. but the notion that simply existing at school / throughout it was a Normal Guide To Interacting for everyone like. #lmfao. but when some facet of your existence is more ''normal'' / ''correct'' of course you're Effortlessly having a more Successful time... #must be because you learned how to exist more Rightly than everyone else. the classic Learning involving no instruction / conscious effort

[novadrivingschoolva]

Parents and Driving School – A Perfect Partnership

A relationship between the Driving School in Arlington county as well as the parents is required for an adolescent driver to become a superb driver. A excellent driver is one who can avoid crashes and has the mentality to be a "responsible citizen" on the road. It all begins with the objective of being "accident free for life," and then aligning driver training or parent support to that goal.

It all begins with selecting the ideal Driving School Services in Centerville, which would be essential in the process of educating a new teen driver. Other information on this topic has been provided, like Driving School Selection Quick Help, thus reading a lot of the literature can aid in this field. The basic fact is that Driving School in Clifton vary dramatically, and choosing the right one that gives exceptional driving lessons is the initial stage in the driver education system.

So, you've chosen a fantastic Driving School in Tysons corner, and it's time to get started. Assuming you've chosen the right school, the teaching should start out with a "Family Night". This is how parents and teenagers form a "team," which is essential to the driver's education process. In most areas, kids spend significantly more time driving with their families than with their trainers, making "coaching" at this period critical. The purpose of family night is to ensure that the program's goals, like collision-free driving for life, vocabulary, format of driving lessons, and specifics are thoroughly understood.

The parents' responsibility can be condensed down to two major tasks: providing acceptable chances for sufficient driving time and reinforcing what their children have learned in driving lessons. Most modern Driving School In Brambleton teach a customised programme based on research, therefore it only makes sense for parents to believe that the ideas taught in their driver training would have a good impact. As a seasoned driver, it's tempting to train your kid based on your experience, that might contradict what the instructor is teaching. Don't do it; there are good reasons, supported by research, to educate the various ideas in a specific order and method. Assuming that you've chosen the top Driving School in Fairfax, let them perform their work while you contribute to the driving classes.

A motto, like "Crash free for life", must be baked into every driver training programme. It turns into a reference and serves as the foundation for young drivers' attitudes. What it basically comes down to is the driver being prompted that driving is a responsibility. Simply presuming "accident will occur" or that "it's another guy's responsibility" will not suffice!

Finally, the Driving School in Falls Church & you, the parent, are indeed the two most important parts of your teen's driver education. It's fantastic to watch teenagers collaborating with their families as they are learning to drive. It will not only make you a better driver, but it will also make the experience more pleasurable for both of you.

[oldshrewsburyian]

Hello!! It's the anon from a while ago (about failing diss/half a page CV), I'm sorry it's taken me a while but I was trying to get hold of my thoughts there for a while. I was wondering if you could tell me a slight bit about how to research/find stuff that would let me to stay in touch with academia.

I know you said that my prof said that BC they think I would be happier in a different subject but I just. I know I won't. I have seen myself work with this subject and I'm so focused, so driven and I would trade the world for this. (But I didn't do my undergrad in the same subject as I did my master's in and we never had to write essays so when it came to that, everything kept falling apart and I kept trying to reach out to my profs about how I don't think I know how to write or read critically or if I am doing something wrong BC I sure feel like it and they kept ignoring it and my supervisor went kept saying, it's a great topic you've written good stuff and I was convinced that I hadn't because the comments suggested otherwise and I. I am trying very hard BC I want to do this and I know it's not going to be easy BC it's a whole different world but no one would help me and i know as a master's student, no one spoon feeds you but I just wanted to know how to do things right yknow? I have seen people do it and it's vvv different than what mine feels like, mine always feels a whole lot...trivial? And I wanted to know how to add/find depth and no one would tell me. I know where I lack and I know what to improve on and what I am good at, I just want someone to guide me a little but all my professors are either unwilling or think I don't lack what I think I do and it just...feels very unfair)

I'm sorry you had to read thru all of that but I was rly hoping for some advice on research, if you want to. (No pressure, ofcourse). Also, it's a long shot but as usual my professors aren't replying so I was wondering if you could tell me if it's possible to do a PhD from a good institution after getting um like 50% in your master's. Because in a couple of years when I'm better, I want to do that.

Thank you so much!! For listening and being here!!

(also I could come off anon for the research advice if that's going to be better!!)

Dear Anon,

I confess that I find this a self-contradictory message of yours. But I will do my best to respond helpfully.

Firstly, I do not understand how you can say that you would "trade the world" to work in your chosen subject, and also say that you do not know how to do research in it. Clearly you have done research in it. I presume that you have also talked to research librarians for help, and perhaps pursued independent reading based on the bibliographies of the monographs on which you've built your own thesis. If not, those are fairly obvious places to start.

Secondly, you say that your professors are "unwilling" to guide you. It sounds to me as though they are guiding you, but you don't want to listen, because you think they are either mistaken or lying to you. Your graduate supervisor has said that the scope of your topic and your handling of it are both good. This is high praise. That you are "convinced otherwise" because you got detailed feedback on your argument is irrelevant to the actual quality of your work.

You say that "no one would help you" but you also seem to describe a scenario in which you send emails saying you are anxious about your own reading and writing skills. Any graduate seminar is designed to help you practice and hone skills in graduate-level reading, analysis, and writing. My impression is that your M.A. was a taught degree, with coursework. So your professors are thus trying to help you improve those skills through their guidance in discussion and their often-detailed feedback on essays.

You say that you know that graduate work is different from undergraduate work, but you don't seem to have internalized this. There is no single way to "do things right" which you need to unlock via complicated quests or a correctly-worded email. (This is, by the way, equally true for undergraduate work.) You bewail that no one would tell you how to add/find depth... but also say that your supervisor told you that your argument and its scope were good. I'm not sure why you remain so convinced of the contrary. I'm not sure what kind of suggestions you were looking for but felt cheated of, and I'm not sure how to advise you on that particular question, because I can easily imagine circumstances in which professors would decline to offer you specific suggestions because the very practice of finding resources and assessing their value and relevance is also a graduate-level skill you need to practice! I do understand your frustration, and I think there are also lots of times when offering graduate students "starter kits" and specific research suggestions can be helpful and constructive. But there are other times when you've been put on your own for valid pedagogical reasons.

You say that you "know where [you] lack," what you are good at, and what to improve on. Your professors may, in fact, have a better idea of this than you do. I say this because this is kind of their job. Certainly my professors knew better than I did when I was an M.A. student. Because they were good and dedicated pedagogues, they told me this in no uncertain terms, of praise, censure, and suggestions for improvement and additional possibilities. All of the above can be constructive feedback. I know that that can feel shocking if you had an undergraduate experience of earning high marks and fulsome praise fairly consistently. One of the luxuries of graduate school is getting more, and more detailed, feedback on your work. And as one of my most beloved professors terrified a roomful of M.A. students by saying on our first day: we were all the smartest kids in the room in undergrad, and now we were all sitting at the same table.

I still have no idea what your subject is, so beyond the general suggestions I offered above, I can't offer you advice on research. But I will advise you to take your supervisor's expertise and encouragement of your work seriously. I say this based on my own experience of finding that some of my M.A. students (like nearly all of my undergraduates) still have wildly exaggerated/inaccurate ideas of what it is possible or constructive to undertake in a semester- or year-long project. Keeping your focus and scope comparatively tight is very often a good thing.

Is it possible to go on to a Ph.D. after a rocky M.A. experience and transcript? Sure. By all means, read widely and advocate for yourself. You might consider asking currently-enrolled Ph.D. students in your desired programs for advice. Also: take seriously the advice of experts. And in the meantime, I reiterate my advice on enjoying a year or so cultivating life and relationships outside academe.

Yrs,

Spinster Aunt of Tumblr

#gradblr #asks and answers #spinster aunt of tumblr