#and b) not going to solve the complaining and micromanaging issues they have

[isfjmel-phleg]

😶

[gentrychild]

AU where someone notices Aizawa is avoiding dealing with his students issues

1 - Midnight is the one who notices it after she punishes Mineta for improper conduct with the girls in the class. Honestly, she had it in for him since the Sport Festival and what it did to Momo, because it wasn't only humiliating for her: it was humiliating on live television. She asks for Aizawa to back her up so they can end this kind of behavior for good. He promises to take care of it but the next day, same behavior, the same thing happens. Midnight asks Mineta if he didn't have a talk with Aizawa about this and Mineta reveals that while Aizawa did tell him to stop, nothing else was done. Midnight has a hour long conversation with Mineta about how this behavior is not okay, warns him that at the next accident, she is going to write something in his file, and sends him to the counselor so he can work on himself.

2 - She is pretty miffed that Aizawa did what she sees as the bare minimum to correct a problem that was affecting all the girls in his class and complains about it to Mic, asking him if he thinks she should have a conversation with him. Mic points out that she needs to check if what Mineta said is true but yes, she should talk to Aizawa. However, he reminds her that she has the most experience teaching out of the three of them while Aizawa is more used to expel his students so he might know how to solve conflicts without using the nuclear option and that Midnight should teach him and not accuse him.

3 - Midnight and Aizawa have a conversation. Aizawa is not happy that she is interfering in what's happening in his class but she is his friend (no matter what he tells himself), and wants what's best for his students and him, so he understands. He tells her he will make an effort but not to forget that they have different teaching methods. Midnight completely understands... right until she sees Bakugou almost taking Midoriya's off with an explosion. And no one seems to find that abnormal.

4 - At this point, Midnight is starting to get tired of the whole thing and investigates. Yes, Bakugou being violent with Midoriya is apparently usual. He looks very stunned when she gives him detention for it. Then, she learns about how Midoriya learned to stop breaking his bones thanks to a hero that took him on an internship while his homeroom teacher's help was just telling him to figure it out. She also keeps an eye on Todoroki, who was "Yep, I am going to risk frostbites so just I don't use half of my quirk" until the Sport Festival. She goes back to Aizawa and asks him to do something and to please, keep an eye on his students. He says yes. Again, nothing is done. She insists a little bit more. Aizawa, who is on three hours of sleep, gets slightly fed up with what he perceives as micromanaging, reminds her that he is those kids' homeroom teacher and that if she things he is doing a bad job, she is free to report him to Nedzu.

5 - Midnight reaches her breaking point at the final exam arc, when she sees Bakugou and Midoriya having to fight All Might for the canon reason. She marches into Nedzu's office and says she will refuse teaching in UA any longer if something isn't done and if anyone asks her why, be they teacher, parent or journalist, she will tell them that it's because she feels that UA isn't offering same learning conditions to the students. Nedzu, who knows that Midnight isn't the type to get angry for nothing, let alone angry at all, asks her what is happening. She tells him and demands a one week teaching course to all the teachers so they know how to do their freaking job. Nedzu accepts.

5.B - The class gets to fight robots and the quirk training week with the Wild Wild Pussycats doesn't happen and is turned into a retreat for teachers so they can learn stuff. All Might takes many stuff. The villains, who didn't get the memo about the change of plan, are very surprised when they find a bunch of pro heroes there, including the Symbol of Peace.

5.C - Aizawa learns to do better when it comes to teaching but he still has a lot to learn.

[mr-entj]

1) welcome back! You were missed! 2) Do you think certain MBTI types are prone to certain problematic behaviors and 3) if so which ones really bother you or you dislike?

Thanks. Yes, certain MBTI types show trends when it comes to problematic behaviors. My top one for each cognitive function:

High Te (ENTJ, ESTJ, INTJ, ISTJ): The Sledgehammer

Summary: Uses a one-size-fits-all solution for different sized problems.

Example:

Using brute force to power through situations that might require more patience, finesse, and reflection.

“This worked great for me, you’re dumb not to do the same.”

“Don’t pursue a career in art, you’re going to be poor. Go into business, law, or medicine.”

Impact: The problem with being a hammer is that you’ll start to see everything and everyone as a nail. It also makes people feel like their opinions and points of view are less valuable than yours. It also falsely presumes that the choice which yields the best output objectively (example: the job that yields the most money) is the best. It negates the reality that people have different indicators for success because there isn’t only one correct answer to every question.

Solution: Incorporate subjective variables into your objective logical frameworks.

High Ti (INTP, ISTP, ENTP, ESTP): The Hamster Wheel

Summary: Invalidates everything in a perpetual logic loop.

Example:

“Why? Why? Why? Why? Why?” x1,000,000

Impact: You succeed at winning debates but fail at solving problems. Whether or not you can rationalize the validity of money doesn’t take away from the fact you still have bills to pay at the end of the day. Whether or not you can rationalize the value of grades and traditional education doesn’t take away from the fact you’ll be denied entry into many careers without the right qualifications. Whether or not you can rationalize that having children is a logical idea or not doesn’t take away from the fact that many people aspire to be parents. The validity of other people’s goals, dreams, concerns, and issues are not contingent on whether or not they can explain them to your satisfaction.

Solution: Create solutions, answers, and actions for every hole you poke in other people’s logic– not more problems.

High Fe (ENFJ, ESFJ, INFJ, ISFJ): The Guilt Trip

Summary: Guilt trip. verb. to make (someone) feel guilty, especially in order to induce them to do something.

Example: Self-explanatory.

Impact: This is manipulation. You’ll get on people’s nerves and make them miserable because you’ve forced them into situations they didn’t willingly want to enter or participate in of their own accord. Secondly, you haven’t provided solid concrete reasons and logic for why someone should do something, it’s an argument made without taking into consideration the other person’s comfort or needs. 

Solution: Explain clearly and transparently why you want someone to do something (yes, it’s really that simple).

High Fi (INFP, ISFP, ESFP, ISFP): The Cloudy Mirror

Summary: Judges people for things they don’t want to be judged for.

Example:

“I wish society wouldn’t judge me for not wanting to have children and not wanting to be a housewife.” [Proceeds to judge people who want to have children and want to be a housewife]

“Not everyone wants to be rich in life, we all have different definitions of success that should be respected.” [Doesn’t respect people who want to be rich in life, automatically think these people are greedy sell-outs]

Impact: This is hypocrisy. It also comes off as illogical and presumptuous when people’s intents and motivations are automatically filled in by you. Some people buy sports cars because they actually have a passion for driving– they’re not necessarily materialistic. Some people seek high-paying careers at the expense of personal passions because they have obligations and goals they’d like to reach– they’re not necessarily greedy. Some people like traditional gender roles in relationships because that’s their personal choice– they’re not necessarily oppressed and/or close-minded. 

Solution: Accept that “conformity” in behavior, goals, aspirations, appearance, etc. doesn’t equate to misery and/or lack of authenticity.

High Ne (ENTP, ENFP, INTP, INFP): The Whiplash*

Summary: Chronic quitting and the inability to commit due to impatience and lack of discipline.

*Whiplash: noun. a neck injury due to forceful, rapid back-and-forth movement of the neck, like the cracking of a whip.

Example:

“I’m going to do A, B, C, D, E, F, G, H, I, J … Z!” [Does none of it]

“Let’s do this. Let’s do that. Let’s go back to doing this. Let’s go back to doing that.”

“I want to have six-pack abs! I’m going to be SHREDDED.” [Exercises and eats well for one day then goes back to bad habits the next day]

Impact: People stop taking you seriously because you can’t execute on your promises, it dilutes the weight of your words and it corrodes respect (ex: “Yeah, uh-huh, sure you will, buddy.”). No one is immediately an expert at something the first try– seeds take time to grow and you’re no exception to this rule. Developing expertise and skills require time, commitment, and consistency. Results don’t happen overnight.

Solution: Underpromise and overdeliver– don’t overpromise and underdeliver.

High Ni (INTJ, INFJ, ENTJ, ENFJ): The Nutcracker

Summary: Hits people below the belt using knowledge those people shared against them.

Example:

Someone is insecure about their weight, you insult their weight.

Someone is insecure about their skin color, you make a comment about their skin color.

Someone tells you a secret, you expose it.

Impact: People won’t confide in you for fear you’ll use what they told you against them. This creates barriers to having close and meaningful friendships because people will view and treat you like a ticking time bomb they can’t let their guard down around. Understand that certain topics and comebacks are off-limits no matter how you feel about the person at the moment; certain words and actions have a lasting impact on your relationships. Memories fade but scars last.

Solution: The nuclear option should be your last resort, never your first.

High Se (ESTP, ESFP, ISTP, ISFP): The Blindfire*

Summary: Leaps before they look.

*Blindfire: noun. The term referring to the act of operating a firearm without looking at what one is shooting at.

Example:

Winging it, all the time.

“Go go go go go!”

Google Search: “Donald+Trump”

Impact: Your lack of foresight and lack of planning will set you back even further from your goals because immediate rewards and instant gratification often only provide short-term benefits that rarely last. There’s a proverb that’s applicable here: “measure twice, cut once” which means that investing time and energy up front to do it correctly the first time will save a ton of time, money, energy, and grief later down the line.

Solution: Stop, drop, and roll think if the path you’re on actually leads to where you want to go.

High Si (ISTJ, ISFJ, ESTJ, ESFJ): The Helicopter

Summary: Micromanaging, nitpicking people to death.

Example:

“Write the email but let me review and edit before you send it.”

“What are you doing right now? Where are you going? When are you coming back?”

“I noticed when you loaded the dishwasher you put the spoons and forks in before the pots and pans, you should put the pots and pans in before the spoons and forks.”

Impact: Half the internet is writing posts complaining about you, the other half is writing posts complaining about having to read all the posts complaining about you. Micromanagement saps people of confidence and motivation, it also increases the chance that the bad thing you’re trying to prevent will actually happen. Additionally, you’ll feel paranoid and anxious that something will go disastrously wrong if you’re gone which results in burnout because you’ll always need to be there to keep an eye on things. This is counterproductive for everyone involved.

Solution: Choose your battles wisely– focus on the “what” (the goal) and not the “how” (the method).