#class 9 computer quiz

[rashmislearningplanet]

Class 6 : Cyber Olympiad Quiz | PART - 1 | 24 Important Questions | Oswaal Books | Computer Quiz

[azsazz]

Over Ice (Part 9)

Hockey!Rhysand x Reader

Summary: Anon Req: She’s walking around Campus and BOOM right smack dab into Broody McBrooder!! She THEN finds out he’s the tutor for one of her hardest courses (personally Psych would be a good one) and they become super duper close with him and the team!!!

Warnings: N/A

Word Count: 3178

(Part 1) (Part 2) (Part 3) (Part 4) (Part 5) (Part 6) (Part 7) (Part 8)

Notes: ughhhh. i don't like this part. fml

_________________________________________

Annoyance courses through your veins when Rhys’ phone buzzes against the tabletop again. The devilish device has been blowing up with messages since before your tutoring session had even begun, as soon as Rhys walked into the room with a mumbled greeting, fully immersed in the device.

Each vibration has slowly chipped away at your feeble concentration. You quickly lost focus on studying, and you’ve had to re-read the same paragraph three times over, restarting every single time he received a new message. Not a single fact has clicked in your head, and the urge to collapse in defeat is all too tempting right now.

Rhysand is in no way phased by your unpleasant aura and blatant glares. His laptop is open, eyes glued to the screen as his fingertips fly across the keyboard. He has a paper due at nine in the morning, and although he’s known about it since the end of last week, between tutoring you, the Halloween party, hockey practices, and games, he’s up to his ears busy.

But he wanted to see you.

He’d spent all week thinking about you. During practice, he’d found himself glancing up into the bleachers, looking for you, hoping he’d catch a peek of you in that sinfully butchered jersey of his. That reminds him, he needs to get you a new one because you’re more than distracting in that scrap of fabric.

He’d searched for you the same way at the away game the Bat’s had this week, even though he knew you weren’t in the building at all, weren’t even in the same city.

And psychology is fucking ruined for him. He thinks about you the most when he’s sitting in class, staring at the lecture slides he should be copying down. It’s a good thing that the information comes so easily to him, otherwise he’s pretty sure he’d be fucked with the amount of time spent daydreaming about how your lips felt on his, soft, shy, intimate.

“You know, if I’m keeping you from something,” you finally say, snapping Rhys from his paper. It’s hard to keep the annoyance out of your tone but the surprise on his face, the way his brows knit together in confusion has a pang of guilt stabbing you in the chest. Clutching your pen in your grasp only helps a little. “We don’t have to do this tonight.”

You refrain from admitting that you really do need his help tonight due to the quiz you have coming up later this week. It’s the only night he’s available to tutor you, with his hectic schedule. Right now, his presence is more distracting than it is helpful, and from where you sit across the table, you can tell that he’s stressed.

It’s in the way that he runs his fingers through his jet-black hair, tugging on the roots when whatever he’s typed doesn’t make sense. You know this is his tell because it’s followed by the prominent clicks of the backspace key for each letter he removes. Clack. Clack. Clack.

You can fully see the exhaustion written on his face, the circles beneath his violet eyes, and how every so often you’ve caught him rubbing his fists into his eyes. The bruise on his jaw looks better than it had the last time you saw him, splotches of yellow-green dust the area instead of the deep purple coloring it was when the injury was fresh.

He must see your frustration on your face because his shoulders drop in shame.

“What? No, I’m here,” he insists, shoving his computer away from him. Yeah, maybe a break is what he needs. Shame crawls up his throat. He’s supposed to be your tutor, and he’s been so caught up in his own work that he forgot that he’s supposed to be helping you.

Rhys frowns when his phone jolts against the desk again. You take a calming breath, closing your eyes, but they still prickle with frustration. You’re just as frazzled as he is. If you don’t pass this quiz, you’re not sure there’s hope of salvaging your grade.

You’re arguably just as exhausted as Rhys. Your other classes are also on the verge of kicking your ass, and you can only blame it on the fact that you actually have a semblance of a social life this year and aren’t holed up in your dorm room 24/7 outside of your classes, studying your ass off. No, you’re hanging out with your roommates more, meeting new people, going to hockey games and parties, both of which are things you never thought you’d be into.

And trying to keep up this façade as Rhysand’s fake girlfriend isn’t easy. Amarantha seems like she’s everywhere. You can barely count the number of times last week Rhys messaged you about her. You meet up with him when you’re close and able, in the commons, the food halls, you even met him between the stacks of bookshelves in the library while she pretended to peruse the non-fictions, but you can’t be everywhere at once. It’s a lot. Just last night, Amarantha was at the hockey house when Rhys arrived home. She had sunken her blood-red claws into one of the freshmen who’d been invited over for a few beers with a small group of players. Azriel had warned him of the devil under their roof, and Rhys had showed up at your dorm with a sheepish smile and a box of cookies from the convenience store he passed on the way over.

If he didn’t have those sweets in hand—and if your roommates hadn’t gone to a movie that you wanted to see but couldn’t because of the amount of studying you had to do—you would have slammed the door in his face.

You spent the night studying alright, but it wasn’t the words in your psych textbook. You couldn’t help but examine Rhysand, who sat across from you on your couch, the way that his hair fell from his brow when his chin tilted down to his own work. The way that he held the chocolate chip cookie in his mouth between his teeth as he wrote in his notebook. The zip of excitement you felt when your fingers brushed against his rough ones in the cookie box.

Your cheeks warm at the memory. You swear you can still feel his touch, the sheepish smile he gave you when he pulled his hand away, letting you pick whichever cookie you preferred. You wanted to lean over and taste that soft smile against your lips. You managed to find the restraint, offering him a gentle smile in return before stuffing a bite of the chocolatey goodness in your mouth as you ripped your gaze from his.

“No, really,” you try to insist politely. “If you need to go, you should. Don’t worry about me, I’ll be fine.” It’s difficult to hide your cringe. You really do need his help.

Rhysand stares. He doesn’t know what he’s done wrong, and when he opens his mouth to ask what has you so on edge tonight, his phone pings with another message, and realization sets in like a boulder in the pit of his stomach at the way your gaze drops back to your book.

“I’m sorry,” he apologizes, snagging his phone from the table. It’s Cassian, again. His roommate won’t let the fuck up in the group chat, demanding mandatory attendance from every single member on the team at the party he’s hosting at the hockey house the night before team plays the Springview Wolves.

Rhys would be worried about the potential jinxing Cassian’s text puts into the universe if he didn’t know that this is the one superstition his defenseman has. The past two years, the entire hockey team had attended one of Cassian’s pre-celebration parties. It was the last party before their meet with the Wolves, who they’d then slaughtered in a 6-2 game. The following year, they’d beat them in nail-biting overtime with a snapshot that could’ve broken the plexiglass had Azriel missed. Safe to say that this party has become as much as a tradition as it is a superstition, and Rhysand needs to be there.

But right now, he needs to be here, focusing on you and the psych class you’re bombing.

“Look, if you’re too busy to tutor me I’d rather you tell me now so that I might have a chance at finding a new tutor before this quiz.” It’s difficult to mask the disheartened etch to your voice. Who are you kidding? There’s no way you’ll be able to find a tutor when the quiz is two days away.

Yep, you’re officially screwed.

“I’m not,” Rhys protests, shaking his head. Something about the idea of another person tutoring you has annoyance flaring in his veins. He silences his phone, something he should have done as soon as he walked over the threshold of the study room. “It’s just Cassian, anyway.” Rhys slides his chair around the corner of his table so close that your knees knock into each other. The touch sends a shockwave up your thigh and you try not to recoil at the surprising feeling. “Sorry. I’m done texting. Remind me what you’re working through, and I can help with any questions you have.”

You’re apprehensive to let this tutoring continue. It’s become very clear that Rhys has other priorities. He’s the captain of the hockey team for fuck’s sake; he probably has more on his plate than you think he does.

At your hesitation, he questions, “What?”

You shrug, feeling completely defeated. All you want right now is to crawl home with your tail between your legs and curl into a ball in your bed. You’ve pretty much accepted that you’re going to fail this class, tutor or not. There’s no way you’re going to admit any of this to Mor’s cousin right now, so you deflect, lamely. “I don’t know Cassian that well, but he doesn’t seem like the kind of guy that likes to be ignored.”

Rhys rolls his eyes, and your breath hitches as the corners of his mouth twitch in amusement. Sadly, a grin doesn’t break through, but it lights a fire under your ass. You want to see that smile, and you’ll do just about anything to make it happen.

It’s sad, almost, how much effort you’d put into earning that grin, but not apply that same energy toward studying.

“He’s going through our roster in the group chat, calling every single person out by name to make sure their schedules are cleared for the party we’re throwing this weekend.”

You catch yourself before your eyes roll into the back of your head in what might possibly be the most dramatic, epic eyeroll ever.

“Wow,” you feign an amused laugh. “That sounds dramatic.”

“That’s Cass for you,” Rhys says, amused. He crosses his arms and places them on the table. It takes effort not to watch the way his muscles pop beneath his t-shirt as he leans in closer. You’re only a foot away from each other. If you wanted to recreate the kiss you shared on Halloween, all you’d have to do is angle forward, tilt your head, and his lips would be on yours. You wonder for a fleeting moment if Rhys was as thrown over the kiss that night as you were. If he still thinks about it, can still feel the phantom sensation of your lips pressed together.

You remember that you shouldn’t be thinking about the kiss at all, and you sit back in your chair.

“You know,” Rhys starts, and you don’t like the telltale signs of a scheme that lines his tone. You almost groan out loud but settle on shooting him a warning look. “Since you’re my girlfriend—”

“Fake girlfriend,” you correct instantly.

Rhys rolls his eyes and tips back onto the back legs of his chair. “Fine. Fake girlfriend,” he mimics and you toss your pencil at him. He catches it against his chest and the smile you’ve been waiting to see finally cracks his face. Fuck, he’s gorgeous when he does that. You’re even gifted those pearly white, straight teeth of his. You’d keel over in your chair like one of his many conquests if it wouldn’t give him an ego. You almost miss the end of Rhys request with how entranced you are. “You should probably make an appearance at the party.”

“Yeah,” you sigh. Realization strikes you like a fist. Rhys all but preens in his seat. You blink as his words settle, frows knitting together. “Wait, no, I can’t.” His face immediately falls. Rhys’ face scrunches adorably and you’d really like to reach out and smooth the crease between his brows right now.

There are more than a handful of reasons that you should not show your face at the hockey house party, the most prominent being that you’re his cousin’s best. She doesn’t want you anywhere near him, and you can’t break that promise even more than you already have.

Well, I won’t tell anyone if you won’t. His words echo in your head and you shove them away as quickly as they arrive.

The second reason you shouldn’t be going to his party is that you’re barely even friends, you’ve somehow been sucked into a mess of a situation, pretending to be his girlfriend in exchange for tutoring. Tutoring that right now isn’t helping improve your grade at all.

“Why not?” He challenges. “What if Amarantha shows up?”

“Because I have other plans,” you answer plainly. You don’t need to give him a reason. You press, “I can’t be your buffer between Amarantha forever, Rhys. You’re a big boy; you can fight your own battles.”

He looks awfully like he doesn’t want to fight his own battles, with his lips pressed into a pout. If you thought that he was distracting before, this is an entirely new level of diversion. A much better kind, to be honest.

“You’re seriously not coming to the party?”

“No,” you respond, packing up your things.

“But what if she corners me and tries to kiss me or give me a hand job or something?” He asks.

Your eyes almost bug out of your head. “Then you tell her no, Rhys,” you state. “It’s really that simple. And don’t guys enjoy hand jobs? When was the last time—” He opens his mouth and you shake your head. “No, nope, I don’t even want to know.” You glare until he shuts his mouth, but the amusement lingers in his eyes.

He huffs. “Those nails are sharp,” is all he offers.

You wince. Amarantha does keep her nails long and pointed at the tips, crimson red, like blood. You almost look down to admire your own hands but catch yourself at the last second. You do not need to be thinking about how your fingers might look like wrapped around Rhys’ eight inches.

Your cheeks burn and Rhysand raises a brow in question.

He must read the plea on your face because he thankfully changes the subject. “What could you possibly have going on that’s better than free booze, good music, and seeing yours truly?”

“Wow, Rhys,” you scoff. “Your ego is unbearably suffocating tonight. Did you get your dick sucked recently?” You ask sweetly, then busy yourself by turning to a fresh page in your notebook.

His answering grin is fucking smug.

The muscle of your jaw twitches with how tightly you clamp it shut.

“Hoping it happens at the party,” he answers, suggestively.

You fake gag. “No way.”

“Didn’t say it was going to be from you,” he teases. “But if you want to, you’ll know exactly where I’ll be.”

Gods, this boy and his fucking filthy mind. You certainly haven’t forgotten that he’s your best friend’s cousin, but the fact that you’re his cousin’s best friend has either slipped his mind, or he doesn’t care.

Either way, this isn’t a good situation to be in.

You divert, pulling your focus back to the books splayed out on the desk. Studying. Right, that’s what you need to be doing instead of whatever…this is.

“I told you; I can’t go.” You try and reach for your pen that’s in Rhys’ grasp but he pulls it out of reach, ignoring the glare you send his way. Fine. You search your backpack for a backup but come up empty. Ugh.

“Can’t, or won’t?” He shoots back.

“Both,” you sigh, checking the time on your phone. It’s well past nine o’clock in the evening, and you really thought that you’d be back at the dorms already, curled up on your bed with your laptop overheating on the sheets as it played a movie. “Can we get back to studying?”

“In a second,” Rhys assures. Why does he want you to come to the party so badly? Besides the obvious. Amarantha surely can’t be that much trouble. She is a little bit of a nightmare and you could see how Rhys wants her to take the hint that he’s moved on, but if he’s that worried about her in the first place, why doesn’t he tell her that she’s uninvited? Or make the hockey team aware that she’s not allowed in the party? Why is flaunting you around the only answer? “What if I said please?”

“That wouldn’t magically cancel my plans.”

“What plans?” You frown. You wonder why he’s pushing this so hard.

Studying for this quiz is going to be impossible. You and Rhys might as well pack up and vacate the room so that people who are actually trying to study can use it. You’re almost positive that the group lingering by an overcrowded area of the library keep shooting you scathing looks every time you open your mouth.

“Gwyn is turning twenty-one and since Mor and I don’t turn twenty-one until next year, we’re planning on ordering in and getting a little tipsy at the dorms.” Rhys gives you that seriously? look that makes you glare. “Not that I care about your opinion, like, at all, but is there something wrong with that?”

“Only the fact that you’re ditching a party whose halls aren’t patrolled by snitches?” He explains, and he would think that the resident assistants live for getting college kids in trouble. “It’s the dorms! How freshman of you.”

“Whatever, Rhys. Some people don’t want to drink until they can’t see straight in front of a bunch of strangers.”

“I’d be your eyes for you,” he winks, as if what he said was comparable to a knight in shining armor defending a princess.

“Good,” you retort. “Because I’m about three seconds away from gouging them out if you keep hassling me about this. Come on, I really need to study.”

Luckily, Rhys relents. His shoulders fall and the feet of his chair meet earth again.

“You’re right. I’m sorry,” he says, and cranes his neck to see what you’re reading about. “Let’s get you nice and ready for your quiz.”

_________________________________________

Over Ice Taglist:

@saltedcoffeescotch @acourtofbatboydreams @mrsjna @velarisdusk @bionic-donut @tenshis-cake @eleganttravelercloud @lilah-asteria @serena05 @bwormie @soph1644 @house-husband-of-castlemurdock @tothestarsandwhateverend @topaz125 @judig92 @se7enteen--black-blog @thecraziestcrayon @cherry-cin @itsinherited @justafictionalnerd @bookishbroadwaybish @405rry @w0nderw0manly @bbykaixx @marina468 @taechvita @marigold-morelli @esahintzkanen @miakxn @ssmay123 @webvics

[randomdwellerr]

A/N: i think I’ve fallen victim to the A03 writers curse as I dropped my beautiful computer down the stairs early this week. Anyways I hope yall enjoy a nice slow burn because I was 3500 words in like “I STILL HAVEN’T ADDED THE SMUT.” I think I did dumbification justice here but lmk ofc. Anyways this will be on A03 soon enough.

Office hours

Warnings: Dumbification, DubCon, Power Imbalances, cruel Zhongli lowkey, Spanking, Degradation. Lmk if I missed anything ❤️

Make sure to study chapters 9-10, 13, and 14 in your Geography Book and come prepared to discuss your findings next class.

Yeah right, if only the reading was comprehensible! The paragraphs about climatology jumbled together before flying off the pages, toward different corners of your room.

You’d studied so hard that when you squinted your eyes, it didn’t provide you with a clearer look, but instead blurred further. Only when you blink rapidly would the fog temporarily dissipate from view. At this point, you were one eye rub away from convincing yourself that this was a visual impairment, not a school related mental breakdown.

And that wasn’t the worst of it, your hands had begun to cramp from gripping your highlighter or pen while you frantically tried to write to retain some of the knowledge. That’s when you knew things were going downhill.

And to the surprise of no one, that didn’t work.

What was once a well organized notebook was now filled with scribbles or yellow streaks— and occasionally tears— as you continued to hunch over your desk.

You were— are a good student. B average, nice scholarship, advanced placement, everything had been going nicely but a stupid geography had been your downfall.

You didn’t intend on doing anything related to the subject when you took the class, and you surely weren’t now that you had a taste of the stress, but you had signed up for the class with a bit of peer pressure from your friends.

It was easy they said, we’d see each other more they claimed. If you could go back in time, you would warn yourself that only the latter was true, and only for a while anyway.

The first day of class in the crowded auditorium, you’d secured a plush seat with your group of friends. You’d figure the class would be easy enough, you’d taken a handle full of history classes through high school and now college.It didn’t hurt that Professor Zhongli was easy on the eyes—and the ears. His deep, rumbling voice paired with sharp hazel eyes was enough to distract you. And then there was that long ponytail, somehow managing to look both professional and a little magical when it caught the light. Oh, and an empty ring finger.

Honestly, if the whole teaching thing didn’t work out for him, envisioning Zhongli as a model wasn’t hard.

Everything started out fine. The first quiz had been easy enough, based on the contents of the syllabus Mr Zhongli passed out on the first day of classes.

After that, the harder stuff started. Climatology, Geomorphology, Hydrology, every single horrific

topic, that you couldn’t comprehend. The first couple class days, you would joke around with your friends, listen to music, anything else but study in the designated time. Your teacher however, never said anything, never called on you to answer a question, read aloud, nothing. If you doubted before he knew your name, you were sure he didn’t know it now.

When the second test came around, you knew you’d made a grave mistake, not only by not taking the class seriously but actually signing up for the class in the first place. A fat F, circled in red ink, rested at the top of your paper. When your friends sports low to mid A’s and B’s, you knew something had to give. And apparently the solution was simpler than you’d thought, as written in neat handwriting below the F was a note.

Perhaps you should try sitting up front, away from potential distractions.

Maybe instead of blindly signing up for the class you should have looked his name up on ratemyprofessor, even now you wanted to leave a scathing review on his surprisingly perfect record.

The paper was promptly balled up and thrown into a small corner of your room, probably next to your syllabus.

How utterly ridiculous. If he could notice you getting distracted during his lecture, he could also realize that you had stopped talking to your friends in class a long time ago.

But that wasn’t the real problem anyways, and you knew it. His class was too hard. It was deadline after deadline after deadline, whether it be of assigned reading, essays, peer review, and God forbid you attempted the extra credit.

There was bonus work to boost your grade so

of course you didn’t expect the work to be easy but hard was a true gross understatement.

The directions were simple enough, do this, this, this, a little more of that, and this again. As expected of a college course, but how could you manage to do all of that if you couldn’t finish— let alone understand the work you were actually required to do.

Soon enough though, you tossed your pride aside and moved to the front of the class. And true to his advice, you had been able to comprehend more, not a lot more, but something was better than nothing.

And it seemed he noticed too, his eyes began to actually find yours in class and his smile seemed genuine too. A polite, encouraging grin that never ceased to make your efforts seem worth it.

The next test, however, reminded you of your standing in the class. A cursive D+ sat like a black hole on the front of your quiz packet. Progress like that was truly no progress at all.

If you hadn’t already wasted water crying during the test itself, you would have broken down when he returned the paper to you. Face down.

With the actual exam coming up, you knew you needed to see Mr Zhongli in person. Under no circumstances could you fail this class, even if it didn’t help you further your career you still couldn’t flunk it. Lest you want to lose your scholarship.

The bag crossed over your chest, felt extra heavy as you trekked to Zhongli’s office. Maybe it was the computer, or the spiral notebook, but most likely it was the 319 page Geography book buried somewhere inside it. The physical copy was paid for by your scholarship but the online copy was not and being the broke College student you were, it definitely was not affordable.

Your knuckles brushed against the oak door, below the golden name plate that read Dr Morax. The name seriously fit him, it sounded just as professional as he was.

After a firm come in you found yourself inside his medium sized office.

He gave you time to take in your surroundings, multiple diplomas of varying degrees and schools hung on the cream walls. The wooden desk that separated you two was an organized mess, numerous stacks of papers, some graded, some not. Other nicks nacks were neatly placed on the desk, the school mascot bobblehead, newton's cradle, a small wooden globe, the things usually expected to see on a teacher's desk. This room was definitely bigger than most professors work spaces than you had seen.

“Please take a seat,” Mr Zhongli motioned to one of the plush seats in front of his desk. His own position was relaxed as he leaned back in the chair, hands folded neatly on his lap, one of his long legs sat draped over another. His slim ponytail was draped over his white button down, so long that it almost reached down to the black slacks he wore.

“Nice of you to finally stop by.”

Now that felt underhanded. Your eyes snapped up to him ready to say something back, but the words died in your throat at his look. HIs gaze was half lidded while he sported a lopsided smile that bordered on a smirk.

“Finally?” You sank into the seat, dropping your satchel onto the hardwood floor beside you with a sigh.

“Oh yes, your grade in my class is far from satisfactory.” Zhongli’s grin became tight while he spoke. The once playful glint in his eyes was taken over by a serious demeanor. Professor Zhongli.

You shifted forward, crossing your own legs to mimic his attitude.

“Yes sir, I’m sure you figured that’s why I’m here,” your voice sounded a lot more pathetic than you expected it to. It reminded you of the one time in high school when you begged your PE teacher to let you skip the FitnessGram Pacer test.

Let’s just say the second worst grade you’ve ever gotten was gym.

“I do,” Zhongli drawled, he now placed his arms on the desk, one hand remaining still while another gripped a pencil, “but truly, I’m not sure there’s much I can do for you.”

That was not what you had wanted nor expected to hear and your face reflected that. The whole wide-eyed mouth open shabang.

Zhongli released a breathy laugh at your expression, "there's nothing I can do for you but I believe you could help yourself.”

The anger you felt at his first dig was now bubbling back up, with more force. How many times could someone slyly insult you in one sitting?

¨And how could I do that sir?” Zhongli matched your attitude, pushing himself fully under the desk. His expression remained pleasant though, a nice albeit thin smile stretched across his face.

¨You could start by actually paying attention in class.”

Really? Like you hadn't just moved your seat to sit in the front of the class, mind you, BY YOURSELF. And all he had to offer is that your focus was still waning, it was though, only because you had the sexiest teacher ever though. Not from lack of effort on your part, so it’s not like it was truly your fault to start with.

Zhongli patiently waited for you to begin a retort before cutting you off with a demeaning wave of his hand, ¨Yes, yes, you moved. Like you should have from the start, you don't get a high five for doing what is expected of you. What I’d like to know is why you still struggle in my class, it’s definitely not from lack of opportunity.”

¨I assign plenty of extra credit, so I’m assuming it's not that.” Zhongli’s eyes flickered down, no not to your hidden bust, but to an open planner on his desk, before they met yours again. ¨Perhaps you should consider dropping my class.”

That finally made you bristle, visibly too, your eyes widened again as you recoiled. His words might as well have physically struck you. Being a good student meant that most teachers never had to criticize you, let alone act so sharp. His Zhongli’s blunt statements hurt in a way only a prideful student like you could feel.

You needed to act unbothered and hopefully, get under his skin too. Fixing your face into something a bit more stoic you started again.

“Doesn’t it reflect badly on a Professor if they have failing students?” You found your nails to be more interesting than meeting Zhongli’s intense gaze, his eyes seemed alight from the fierce way he stared at you.

What you didn’t expect was a throaty laugh from him, that pulled you from your nail inspection.

“Students, yes. One singular student, not so much.”

Negotiations had definitely fallen through.

Outwitting people was something you were good at. One thing that hurts more than having your ego bruised is having it body slammed when you find out you're not as good at something as you believed yourself to be.

Reading your reaction Zhongli chuckled again, “oh dear, not the answer you wanted was it?”

Your eyes couldn’t lift from the floor now, but even that served as a constant reminder of the stage you were hoping to walk on. Before any of this happened.

Zhongli’s voice pierced the silence, “Well, I have some time to help you study now, is that fine with you?”

Really there was only one choice, but you contemplated both regardless. You needed his help to bring up your grade and hopefully pass the upcoming exam but also, you didn’t want him to belittle you any further.

Maybe you could study on your own. In high school you reviewed for biology tests using the Amoeba Sisters. Did they even have anything like that for geography though?

When you found the courage to meet Zhongli’s eyes again, now lounging in his chair with his hands braced behind his head. Your ears tinted pink when you saw his lips, still in a smirk but not as wide.

Maybe you could deal with his taunting for an hour or two. For your grade of course! Not because he was gorgeous or anything. Although it helped.

“Fine,” decided to lighten the mood a bit you added, “hopefully you’re better at this than in class.”

Zhongli let out a breathy laugh while he leaned further back in his chair to glance at the clock. “Perhaps, though you may find my teaching methods unconventional.”

“Oh?” You dug into your satchel to find your textbook, “how so?”

Zhongli crossed his arms in front of himself before releasing a thoughtful groan, one that had your pupils blow open a fraction wider. “How about I quiz you, and for each question you get wrong..”

His gaze flickered from the sky of contemplation to you, “I could use a more… tactical approach. Like consequence and reward.”

As his smirk seemed to stretch, the air in the office became heavier. You blinked, believing you were imagining his suggestive voice.

“Consequence?” It’s not like your grade could get much lower so what could he do to harm you?

The pause that followed was thick with unspoken meaning, you didn’t dare move either. You were frozen in the plush chair, pinned by Zhongli’s half lidded stare.

“For each wrong answer, I could bend you over my knee and spank you.”

You blinked, then blinked again. Did he really just say that so calmly? Like he asked you to make a batch of flashcards. Heat rose to your already rosey cheeks, and you quickly looked away, feeling your heartbeat just a bit faster.

“You can’t be serious!”

“What’s wrong with that? It’s a straightforward form of discipline, it may even work on you.” The way he said the word you sent a chill down your spine. The word felt heavier, like he was implying that even someone of your caliber could understand.

You swallowed, hard. But you didn’t stand up from the chair, nor did you threaten to report him. Instead you stayed seated and actually considered his suggestion.

“What if I get the answers right?”

You seemed to be endless entertainment to Zhongli as he laughed again before retorting, “as unlikely as that maybe, we can come up with a suitable reward if that happened.”

Your pulse pounded in your ears as you completely ignored the ruder side of this comment.

Zhongli leaned in slightly as he gestured to the study materials laid out on his desk, “shall we begin? Or are you not going to be attentive enough again?”

He was challenging you, skillfully he goaded you

into playing his game, to participate in something where you both knew you were likely to lose. Maybe it was the lack of sleep that caused you to act so desperate. If you told on him now, you could probably drop the class without it being on your record, but a deeper desire helped guide your answer.

“I can focus,” you said, a little sharper than you had intended, “what’s the first question?”

Zhongli reached for the discarded textbook on his desk, flipping to a random page towards the middle. His smirk deepened as he read over the line.

“This is something we went over in class rather recently. Describe the process of orographic precipitation.”

Before you could catch yourself, your face fell. Your mind had blanked on you. And given the cruel grin Zhongli bore, he knew you wouldn’t know the answer.

Even though you vaguely remembered the name written on the board in class, the words didn’t arrange themselves in your head for you to create a clear answer with.

“I don’t remember,” you quickly added before Zhongli could speak, “this isn’t fair, you knew I wouldn’t know this.”

“I just opened the book, I didn’t choose the page at all.” His smug tone was nothing to match the satisfacted grin proudly stretched across his face.

“I also just mentioned we went over this in class so maybe it’s not any fault of mine anyway.”

No use in arguing with him especially because you did somewhat recall him going over it.

“Next question.”

For five whole minutes, Zhongli asked you question after question. Each of which you got pitifully wrong. As time went on you itched for Zhongli to end this sadistic game, which he was no doubt dragging out. Maybe to humiliate you, or maybe to tally up each incorrect answer and actually hit you for each of them.

Your face began to blush at the possibility of him actually spanking you. He probably only said it to get under your skin and hopefully get better results. If that was the case, you’d be very disappointed but also relieved, you didn’t want to get hit that much.

“—paying attention.”

“Latitude!” You exclaimed before shrinking in on yourself. You knew for a fact that the answer to whatever question he asked that ended in paying attention was definitely not latitude and nor would an answer be so simple with him.

Suddenly Zhongli stood up, dropping the textbook closed back onto his desk. His expression was somewhat pleased but also very annoyed. Once he reached your side of the desk, he grasped your wrist, pulling you to your feet. And with a gentle yet steady hold, he guided you to his side where he once again sat down, only to look up at you expectantly.

Zhongli’s black trousers made it hard to see any depth in his pants, but from the visible bulge you could make an educated guess on how he was feeling.

“Must I spell everything out for you? Lower your pants and bend knees over my legs.”

Face falling again, you tried to ask why that was necessary before Zhongli cut in with a sigh.

“How will I know it truly hurts if I’m not hitting your skin?”

That was almost a logical explanation if it wasn’t so sadistic. Your face must have been bright red with embarrassment as you unbuttoned your slacks. His honey eyes tracked your every move, as you lowered the fabric down your legs, then stepped out of them all together.

Feeling a bit relieved at your choice of black underwear, and not your hot pink ones, you slowly draped yourself across Zhongli’s lap.

Only a few seconds ago, you were speculating on if Zhongli was actually hard or not but now you could tell he was as his erection poked your waist.

You could feel his heat from his palm warming your plush flesh as he rubbed small circles on your ass above your underwear.

Then came the first hit. A sharp pain stretched across both mounds of soft tissue, the ache rippled down your legs and to your toes. Rebelliously, you bit your lip to hide any noises of discomfort or the subtle pleasure.

“Oh? After being shown just how pathetic you are, you refuse to even take your punishment correctly?”

The hand Zhongli had used to hold you flush against his lap, slipped to your face and squeezed your nose shut. In shock, you opened your mouth to protest but before you could, a much harder slap landed against your ass. A loud cry of pain— definitely not pleasure, tumbled from your lips.

Heavy tears traveled down your face and wet Zhongli’s pants.

“Two hits and you’re already crying?” He softly kneaded the skin before slapping it again, “no matter, I assumed if you weren’t good at school you’d be good at this.”

“But I am good at school! It’s just your stupid class—.”

A slap rang out in the room as Zhongli delivered the harshest slap yet. This time he didn’t rub the skin, instead he lifted you off his lap and placed you on the cold hardwood floor of his office. The coolness soothed your burning bottom.

“You may surprise me yet with some skill.”

You took only a second to wipe your tears before you heard the sound of Zhongli removing his belt. Instinctively, self preservation won because you scrambled back, hitting your head on the edge of Zhongli’s desk in the process. But shockingly enough, he didn’t wrap it around his hand to hit you harder.

Instead he placed it on the desk as he worked on undoing his slacks button and zipper. Once he finished that, Zhongli reached into his pants to pull out his penis.

Truth be told, you weren’t a prude, you’d had sexual encounters before, none that went past giving or receiving oral sex but still. Zhongli’s dick was pretty too though, a thick underside vein ran from the scrotum to his tip. The head itself was flushed, apparently the blush he lacked on his face his cock made up for.

Still, the size itself was impressive, you couldn’t tell how long it was but at least your fist and a half.

From the angle you sat on the floor at, you couldn’t tell if he had any hair but you doubted a man as well kept as Zhongli would be anyways.

Suddenly his hands shot out and grabbed you under your arms, turning you around and placing him on his lap. In this position his thighs rested between yours.

“I had considered making you suck me off when you eventually did come to see me about your grade but to think you were such an… abysmal student, we’ll just do this for now.”

Zhongli lifted your ass before sliding your panties to the side and thumbing your clit.

“You couldn’t even take your punishment honorably, not that I expected you too anyways..”

Zhongli droned on as he rubbed same circles on your pearl. Though you hadn’t heard a single word he said, not that you had the capacity to do so anyhow, his fingers skillfully manipulated you to putty in the man’s hands. His middle finger slipped to your entrance as he began to lethargically massage your g-spot.

You had heard of that area but, you nor your previous partners had been able to stimulate it the same way Zhongli was now.

Reached a new height as he introduced another finger, further pressing into the velvety zone.

Maybe it was because you hadn’t been touched in so long that you came so quickly but it happened regardless. Your orgasm washed over you like a tidal wave as Zhongli allowed you to ride it out. The pleasure was kin to a hot shower (that you would definitely be taking once this was over with) after a long day. One of those showers that you sit in the tub and let the water trickle down from your hair to your toes.

Once the pleasure was over though, it was done completely. Zhongli removed his hands before pushing you down into the desk, half of your face buried into a stack of ungraded papers. His hand pressed down between your shoulder blades effectively pinning you to the wood.

You heard the chair roll behind you as Zhongli stood up, his penis slipping in between your folds.

“Now that you’ve had your pleasure, I will be taking mine.”

Without further warning, Zhongli began to pierce you, inch by inch he sunk deeper in your quim. He wasn’t rough, nor was he forceful as he pressed on. His hand still remained placed on your back but his other trailed down your side before grabbing your hip and pulling you back onto him. So now not only was he entering you, he was pulling you back to meet him halfway.

Your lower body ached at the intrusion, as low moans of pain and contentment left you. It felt weird to be filled up like this but also so natural. Now you hated not going further than oral sex with anyone else.

When Zhongli was completely inside you, he stopped moving to sigh, “truly made for this. If all were to fail, you could always sell yourself. I’m sure you’d make a nice sum of mora.”

Words of protest were turned into lewd moans as Zhongli began to grind into you, not not thrusting but slowly rolling his hips. Remembering your setting you bit your lip again, in hopes of not drawing unwanted attention.

“Don’t,” Zhongli began to pick up the pace, no longer rocking but instead coming all the way out before pounding back into you, hitting that special sponge inside you. “Everyone has already left for the day.”

Your gasp was turned into a high pitched moan as Zhongli rammed into you particularly hard. Him knowing that no one was there let you know just how in control of the situation Zhongli was, with that came a shocking revelation. He probably planned this all along.

You weren’t given anymore time to think about that possibility as Zhongli slightly lifted your chest from the desk. Now that one of his hands no longer had to hold you down, it wrapped around to toy with your nipple.

The harsh pulling on the soft nub brought out more yells from you as he didn’t relent of his intent to bully his way into your womb.

“Look at you,” Zhongli cooed, “drooling on yourself.”

Although his words were embarrassing, they didn’t register in your mind as you tried to bounce in tandem with his thrusts. At least you attempted to before his grip on your hip tightened in warning.

That hand also slipped to the front and sloppily rubbed your clit, leaving you to support your rocking weight on unsteady arms. The sound of his hips meeting your sore ass sent resounding sharp claps into different corners of the room.

It felt like hours upon hours of Zhongli’s grunting in your ear, the sudden sharp pain shooting up your spine from your butt, him pinching your sensitive nipple.

Now his movements were a bit choppy as, you assumed, Zhongli was close to reaching his orgasm. As opposed to traveling faster, his cock was going deeper, looking to bury its head in your cushiony womb. Merely seconds before him, you came. A second mind numbing euphoria, almost as rich as the last one covered you like a heated blanket. Your eyes squeezed closed as you were captured in bliss.

Just as sudden as it had started, it ended, as Zhongli emptied himself inside you. After a few seconds of his warm seed spurting inside you. The room was still hot with both of your gasps as Zhongli’s musky cologne permeated your senses from behind you.

Following your shared daze, he pulled out of you, allowing his semen to also drip onto the floor. You collapsed face first onto your geography textbook. Behind you, Zhongli’s leather seat creaked as he fell onto the chair. The sound of a draw opening made you aware enough to open your eye a little bit.

Zhongli's fingers came into view as he held a small tablet, “It’s a plan b.”

Opening your mouth to allow him to place the pill on your tongue you shut your eye again. You wanted the moment to never end, the nerve damaging pleasure you experienced tonight was truly life changing, but your momentary reprieve was ruined by the sound of Zhongli redoing his pants. In the midst of cleaning himself up, he rubbed up and down your back gently.

“You’re earned an A for the quarter by the way.”

~

Quick end note. Do you think Zhongli have a plan b implies that he’s done this before or that he prepared for you really well?

[snakestardraws]

Felt like writing a post explaining all my special interests and hyperfixations. I was going to post this during Autism Awareness/Acceptance Month, but I forgor 💀 Anyway, here's my massive infodump about all my interests (under the cut):

Current special interests: These are the big ones. The extremely intense, long-lasting interests that make up a core part of my personality. I define a special interest as something I'm constantly thinking about, talking about, and interacting with over a long period of time. To know me is to know these interests.

Pink Floyd - If I had to name a favorite special interest, this and reptiles would tie for the top spot. My interest in Pink Floyd is all-consuming. I can never properly convey how much they mean to me. I first got into them at age 12 when my mom bought me a Dark Side of the Moon shirt. My overly literal brain couldn't stand wearing a shirt without knowing the band, so I looked them up on Scratch (yes, the coding website lol. YouTube was blocked at our school). I clicked on Wish You Were Here, and my life was changed forever. It was a catastrophic extinction-level special interest canon event. I started consuming more and more of their music, getting what I couldn't find on Scratch through an MP3 download website. I read their Wikipedia page and started to genuinely care about the members and history in a way I never had for any other band. I took a specific liking to David Gilmour. I whispered the names of the band members to myself in bed to help me remember them, I walked around on the playground whispering the lyrics to their songs, I got an MP3 player and downloaded every song I could, I did my big 7th grade history project about them, I made atrocious plagiarized fanart of them, I wrote smut fic about David Gilmour with my best friend, I read Deviantart fics on the family computer in the early mornings. For the next 6 Christmases, I asked for only Pink Floyd merch and spent all of my own money on it. My collection grew from that one original shirt to 15 shirts, 16 vinyl records, 8 CDs, 3 pins, 4 posters, a keychain, a fanny pack, a tumbler, and so many more I can't even count. Pink Floyd was at my middle school graduation party and my high school graduation party. It was a bumper sticker on my first car. It inspired the name of my second snake. Their music followed me from insecure tweenhood to semi-confident early adulthood, playing out of crappy MP3 players and old cellphones and cheap turntables and CD players and car speakers the whole way through. I planned 5 different versions of my wedding to David Gilmour. I saw him and Nick Mason in concert and cried real tears both times. I had the best and cringiest interactions with other fans on Deviantart, AO3, Wattpad, YouTube, Amino, Discord, Reddit, Tumblr, and Instagram. Pink Floyd even got name dropped in my official autism diagnosis report 9 months ago. I could go on and on forever, but I should probably stop at some point. Thank you, Pink Floyd, for changing my life.

Reptiles - Where do I even start with my love of reptiles? I suppose the only place to start is when I was 11 years old. I took a Quotev quiz called "What snake should you get?" and got a corn snake as my result. I had never thought about snakes before and only took it for fun, but this made me start seriously considering them as pets. After months of research and begging my mom, I got a beautiful baby anery corn snake for my 12th birthday. I named him Lloyd and promptly set up a bare bones habitat. From this point on, my obsession would only grow. I watched an insane amount of YouTube videos about snakes, eventually branching out into other reptiles. I researched every species I could, upgraded Lloyd's habitat, visited every reptile event I could, talked about snakes constantly, and drew snakes in class all the time. I got a hognose snake named Algernon when I was 14, but he unfortunately died from cancer a year later. I later got a crested gecko named Milton at a reptile expo when I was 16, a hognose snake named Agnes at a reptile store when I was 17, a Kenyan sand boa named Bartholomew and a gold dust day gecko named Archibald at a reptile expo when I was 18, and a giant day gecko named Alexander from Craigslist when I was 18. They are my absolute favorite category of animal and my passion for them is evident to anyone who ever talks to me. I am forever obsessed with them and hope my collection continues to grow. Reptiles are the most gorgeous, adorable, fun, and interesting creatures I have ever had the pleasure of knowing. Thank you, Lloyd, for starting it all.

Steven Universe - My friend first recommended Steven Universe to me when I was 11. I watched a couple of episodes, but didn't really like it and didn't look into it any more. Years later when I was 17, my favorite YouTuber Athena P talked a lot about how good the show was and I thought I might as well give it another try. After suffering through the messy first half of season 1, the show finally connected with me, and I was obsessed. I shared it with my sister after I finished the show and she loved it too. I couldn't stop thinking about it and talking about it to everyone I met. I made my own gemsona, read and wrote a huge amount of fanfiction, drew fanart, joined the subreddit, and started consuming all the content I could relating to it. I absolutely love Steven Universe. It's gorgeous, simple, complex, comforting, emotional, hilarious, and overall an incredibly well-made masterpiece. It connected with me in the deepest possible way and helped me learn a couple of new things about myself. Something about the way these silly little rock characters are written has me in a chokehold, and this show will always have a special place in my heart because of it.

A Clockwork Orange - This interest has developed fairly recently, but I can already tell it's going to last a while. I discovered the movie when I was reading the Wikipedia page for the movie rating system and saw that a movie called "A Clockwork Orange" used to be rated X. I was intrigued and frightened by this idea, so I read the page for the movie and found it fascinating. I first watched the movie on April 3rd, got so hooked I had to watch it again immediately afterwards, and have since logged it 60 times on Letterboxd. I have also read the book, looked at numerous fanfictions, watched countless analysis videos, drew some rudimentary fanart, and am currently writing a couple fanfictions myself. I cannot explain why this movie captivates me so. It's dark, spry, unflinching, twisted, unique, iconic, humorous, intelligent, beautiful, hypnotic, perfectly shot, and of course, ultraviolent. But it's not the violence that captures me, which a lot of people I tell about the movie seem to misunderstand. This makes it my most controversial current special interest. I also love the book almost as much as the movie, with the exception of that goofy ahh ending. Ultimately, a wonderful piece of media that I can't look away from, no matter how hard I try.

“Undercurrent” interests: I define these as interests that didn't quite make the cut for special interests, but are still more dear to me than a regular interest. I don't constantly interact with them, but they are always in the background of my mind.

Travel advisories - These are the advisories posted by the U.S. Department of State on which countries are safe to travel to. They are organized by Levels 1, 2, 3, and 4, and each country is given reasoning for the safety rating. I got obsessed with reading all the advisories on the site starting at age 16. I even memorized each country and and made a Google Doc color-coding all of the countries by level. I've noticed a common theme with many of my interests, which is that I love anything that can be categorized. That's why learning about these advisories is super fun and addictive to me.

Product recalls - This is somewhat related to my advertising interest. Starting at age 7, I loved watching law firm commercials alerting consumers about product recalls. This interest continued on because I found it so fascinating. Now I look up recall commercials on YouTube and stay on top of new product recalls using Google. They are categorized by level of severity and released to the public in a variety of ways. I don't know why they give me so much dopamine, but they're so fun to watch.

Commercials - This isn't my most intense interest, but it's definitely my most long-lasting one. According to my mom, I loved commercials even as a young toddler, and that love has continued to this day. Whereas most autistic people seem to be less susceptible to ads than normal, I am extremely susceptible to them and love to analyze why a commercial is persuasive. I can't even explain why I like them so much. They're just incredibly fun and pleasurable to me, to the point that watching them feels like I'm on crack. When I was younger, I used to memorize and quote commercials all the time, record infomercials on the DVR, and even film my own commercials with my mom's phone. They will always have a special place in my heart, and they're the reason I want to seek a career in advertising.

Passports - I became obsessed with the designs and rankings of world passports at age 17. Unfortunately, the only online communities for passports are about sexist "passport bros." Thankfully, I can enjoy the beauty of passports outside of those communities. I was thrilled to get my first official passport and stared at it for hours. My favorite websites about passports are the ones that line them up by color so you can click on information about them. I wasted so much school time looking at that site...

Rollercoasters - I have been fascinated with the workings of rollercoasters since I was 6 years old. The different types of coasters, lifts, and restraint systems are just so cool! The weird thing is that I'm kind of mixed on riding them, since a lot of them are extremely fun, but some of them are scary. But the topic of how they work and how they're put together is so fascinating. My favorite coasters are The Rattler and the Incredicoaster.

Dæmonism - This is the practice of creating a sentient mental animal companion inspired by the dæmons in the book series His Dark Materials. When I was 13, I read the book series and became obsessed with it, but especially the aspect of dæmons. I found a specific Amino community for dæmons with instructions on how to create/find your own. So at one windy spring track practice, I found my own dæmon. He appeared as a sunbeam snake I named Sisyphus and we started talking. We talked every day and grew incredibly close, and we are still incredibly close to this day. He tried out many forms and now appears as a marbled polecat. I plan to talk more about dæmonism on my sideblog @daemonforest!

James Bond - This one was almost a special interest, but I feel like I can't call it that since I haven't seen all of the movies and don't like some of them. I also haven't read most of the books and don't like the ones I have read. With that said, I absolutely love James Bond, and I have ever since I was 14. The action is actually interesting and gripping most of the time, the villains and their plots are so cartoonish, the music slaps, the jokes are good, the Bond girls are sometimes cool, and of course there's James Bond, the titular bitchular himself. He's cool, charismatic, mysterious, clever, fun to watch, and overall iconic. My favorite movies are Dr. No, You Only Live Twice, Casino Royale, and Skyfall. My favorite Bond actors are Sean Connery, Daniel Craig, and Timothy Dalton.

Star Trek - Another that just barely edged out of the special interest category. Similar to my James Bond interest, I feel I can't truly claim it as a special interest since I haven't seen all of the shows and don't like some of them. All the same, I absolutely love Star Trek, especially The Next Generation. I first watched it when I was 16 and fell in love with it. It's intelligent, beautiful, and engaging, with many thought-provoking concepts explored through complex and lovable characters. My favorite characters are Data, Spock (all iterations), Uhura, Picard, Janeway, Elnor, Seven of Nine, and Tuvok. My favorite shows are The Next Generation, The Original Series, Voyager, Strange New Worlds, and Picard. My favorite episodes are The Offspring, Silicon Avatar, The Inner Light, Patterns of Force, The Trouble With Tribbles, Subspace Rhapsody, Tuvix, Deadlock, and The Void. I'm currently making my own Star Trek fan story/comic using anthropomorphic cats.

Current hyperfixations: I define a hyperfixation as something that grabs my interest with extreme intensity, but for short periods of time. Upon getting into something, I can immediately tell whether it's going to be long-lasting or not.

Ball pythons - This falls under the category of reptiles, but ball pythons specifically are a hyperfixation right now because I'm getting 2 of them on June 7th. Since last week, I have been researching everything I can about them and talking about them to everyone within earshot.

PVC pipe fittings - This became a hyperfixation last month after my dad asked me to rebuild his sprinkler system with him. We had to work with PVC pipes a lot and they instantly fascinated me, specifically the pipe fittings. Googling pictures of them gives me immense joy.

Past special interests: Interests that used to intensely dominate my life, but no longer do. Even after an interest stops being a special interest, I never lose it. It just becomes a regular interest instead (with the exception of problematic interests I try to get rid of).

Lalaloopsy - My mom bought me my first Lalaloopsy at age 5. From that point on, I was obsessed. I collected over a hundred minifigures, constantly lined them up and played with them, made up my own Lalaloopsy OCs, watched the cartoon, played the minigames, and even bought the collector's guide so I could circle all the ones I wanted. My interest started to wane at age 11, but I am still very fond of them.

Harry Potter - Yeah, this one didn't age too well. My mom read me the first book at age 8 and I was hooked. I quickly devoured the entire series, watched all the movies, collected a bunch of merch and side books, watched those mid Fantastic Beasts movies, visited the theme park, played the Scene It game a thousand times, read a ton of fanfiction, and even made up a self-insert character who I wrote fanfiction about and shipped with Harry. My interest started to wane at age 16 because of JK Rowling's transphobia. I actually knew about it at age 15, but didn't care because I was kind of transphobic myself at the time. But as I mentally matured and realized I was being a dickwad, I realized I couldn't continue this interest because it would only support her. So I still reread the books occasionally despite their problematic content, but I have joined many people in officially renouncing the franchise and refusing to talk about it (outside of this post, of course). Fuck JKR.

Cats - Cats were my favorite animal starting when I was a baby. We've had a least one cat my entire childhood (our current one is named Tiberius) and they have always captivated me. We had an informational book about cats that I would go through and circle all my favorite cat breeds. I'm not as obsessed with them anymore, but I still love them dearly.

Ninjago - When I was about 11 years old, I saw the Lego Ninjago movie in theaters. My best friend at the time introduced me to the original Lego Ninjago show and despite the rough first season, I was hooked. I was especially interested in Lloyd and developed a crush on him, eventually naming my first pet snake after him. I watched every episode, collected a bunch of the Lego sets, made a Minecraft skin of Lloyd as an NPC, made fanart, Warrior Cats crossover fanfiction, and even smut fanfiction shipping Lloyd with Kai and Legolas from Lord of the Rings. Unfortunately, it really fell off in season 8 and the spinoff show looks terrible, so I only watch it occasionally now. But it was a good form of bonding with my friend and my sister, and I had a lot of fun with it while the interest lasted.

Warrior Cats - I consider this distinct from my cat interest because it's a specific series, but it was just as intense. My mom got me Into the Wild for my 10th birthday because her siblings loved the series, and I instantly fell in love with it. I read all of the books that were out at the time, including many manga and super editions, wrote copious fanfiction, drew even more fanart, made my own OC, and even made a second OC after I outgrew that one. The second OC, Snakestar, was made when I was 12, and she is still my main OC/fursona to this day. I'm not as obsessed with the series anymore and haven't kept up with the last few arcs, but I still enjoy rereading the books and using my current Warriorsona.

Wings of Fire - I got into this series when I saw my friend at the time reading one of the books on a church road trip when we were 12. I asked to borrow it, but I was pretty confused since it was the third book in the series. However, I still really enjoyed it and decided to draw the dragons like my friend did. They were a lot better at art than me, but we still had fun drawing together. I made quite a few fan tribes and character designs before reading the rest of the series, including one main dragonsona I drew excessively. When I was 14, I finally read the rest of the books since my sister was reading them in school and loved them. I now own all of the books, graphic novels, and drawing books. I also made an updated OC, a lot of art, and a lot of fanfiction. I still love the series, just not as intensely as before.

Past (hyper)fixations: Hyperfixations are transient by nature, and these are the numerous subjects I used to hyperfixate on but no longer do. Even after I stop hyperfixating on something, I never lose interest in it – it just becomes a milder regular interest. Because there are so many, I'll just write the age I got into each one.

Sea cucumbers (12), chameleons (10), microbes (5), Arthur (8), World War 2 (13), Armin Meiwes case (16), Rasputin (13), 9/11 (16), Everywhere at the End of Time (14), dog attacks (14), rare dog breeds (12), liminal spaces (16), Minecraft (8-14, but the hyperfixation hit when I was 9), Everlost (12), The Count of Monte Cristo (11), catalogs (12), furry fandom (15), lucid dreaming (15/16), Glorb (17), oud (17), graffiti (18), PSAs (16), sex toys (18), cocaine (18. NEVER AGAIN, COKE KILLS.), website data breaches (18).

Other: Things I didn't know how to categorize. They're not exactly special interests or hyperfixations since I don't think about them or interact with them a lot, but they are extremely present in my life.

Pompompurin - I became obsessed with this little yellow dog guy on my trip to Japan when I was 16. There was merch of him everywhere, and I quickly bought everything I could that featured him. Now I have numerous stuffed animals, keychains, pins, minifigures, purses, stickers, clothing articles, and even a giant 3 foot tall Build-a-Bear of him.

The color green - This has been my favorite color since I was about 12 years old. I know everyone has a favorite color, but autistic people seem to get a bit more intense about their favorite colors than other people. Basically, if I can get something in the color green, I will, and it has taken over my entire life. My favorite shades are dark green, sage green, and mint green. It's so comforting to me.

Whew, that was a lot of infodumping! If you somehow read this entire thing, thank you so much! I didn't really expect anyone to read it since I wrote it mostly for my benefit. Have some pizza while you're here 🍕

💚 Thanks for reading! 💚

[my-autism-adhd-blog]

Hi so I’m an incoming freshman I have autism and ADHD I was wondering do you have any tips for high school specifically for people with autism and ADHD like me? Thank you for your time!!

Hi there,

It’s been out of school since 2015, so I’m rusty with tips. However I did find one article listing 12 tips that might help:

1. You don’t need ONE study space.

A well-stocked desk in a quiet place at home is key, but sometimes you need variety. Coffee shops, libraries, parks, or even just moving to the kitchen table will give you a change of scenery which can prompt your brain to retain information better.

2. Track more than HW in your school planner.

Keeping a calendar helps you plan ahead—but you’ve got more going on than just homework assignments! Make sure you’re marking your extracurricular, work, and social commitments, too. (Tests, band practice, away games, SAT dates, half-days and holidays are just a few examples of reminders for your planner.)

3. Start small.

If you’ve got a big assignment looming, like a research paper, stay motivated by completing a piece of the project every few days. Write one paragraph each night. Or, do 5 algebra problems from your problem set at a time, and then take a break.

4. School supplies (alone) don’t make you organized.

Come up with a system and keep to it. Do you keep one big binder for all your classes with color-coded tabs? Or do you prefer to keep separate notebooks and a folder for handouts? Keep the system simple—if it’s too fancy or complicated, you are less likely to keep it up everyday.

5. Get into a routine.

When will you make the time to do your homework every day? Find the time of day that works best for you (this can change day-to-day, depending on your schedule!), and make a plan to hit the books.

6. Learn how to create a distraction-free zone.

A study on workplace distractions found that it takes workers an average of 25 minutes to return to what they were working on pre-interruption. Try turning off your phone notifications or blocking Twitter (temporarily) on your computer so you can concentrate on the homework tasks at hand.

7. Get real.

When you’re looking at the homework you have to get done tonight, be realistic about how long things actually take. Gauging that reading a history chapter will take an hour and writing a response will take another 30 minutes will help you plan how you spend your time.

8. Use class time wisely.

Is your teacher finished lecturing, but you still have 10 minutes of class left? Get a jump on your chemistry homework while it’s still fresh in your mind. Or use the time to ask your teacher about concepts that were fuzzy the first time.

9. Look over your notes each night to make sure you've got it.

Fill in details, edit the parts that don’t make sense, and star or highlight the bits of information that you know are most important. Interacting with your notes will help you remember them. You can also use Homework Help to get your questions answered 24/7.

10. Study a little every day.

Cramming Spanish vocabulary for a quiz might work in the short-term, but when comes time to study for midterms, you’ll be back at square 1. You might remember the vocab list long enough to ace the quiz, but reviewing the terms later will help you store them for the long haul.

11. Don’t let a bad grade keep you down.

A rough start to the semester doesn’t have to sink your GPA. Take proactive steps by checking your grades regularly online and getting a tutor if you need one.

12. Make a friend in every class.

Find a few people you can contact from each of your classes if you have a homework question or had to miss class (and do the same for them!).  Then when it comes time to study for exams, you'll already have a study group.

The article will be below:

I hope this helps. Thank you for the inbox. I hope you have a wonderful day/night. ♥️

[atplblog]

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[fineartsjournal]

213729 Fine Arts Research & Development: Honors ⋆ WEEK 3

Monday kicked off with a brief Fourth Year-only discussion with Simon! We'll no longer have Tim or his workshop downstairs - instead we'll need to do induction courses for the 3D workshop all the way in Block 11.

Our Independent Project Outline is due shortly (which I am horrendously behind on). As Kieran pointed out, the IPO, presented as a 'quiz' on Stream, needs to first have "finish attempt" ticked, followed by "submit".

I came across a powered speaker (of dubious functionality) in the hallway, which I brought to my space. Before heading to the lecture, Eugene recommended I contact the technical personnel from the Music block for all my Arduino-based soldering needs.

From a glance over the CoCA website, I'm guessing the guy to contact is Adam Dransfield.

I've been fascinated lately with music that generates itself. My Model:Cycles groovebox comes with a sequencer with a 'chance' function, allowing patterns to generate randomly, turning music into a balance of probability.

Martsman ▶ “Generating algorithmic Jungle music based on the Fibonacci Sequence in Pure Data” https://youtu.be/OwkacnSUn10?feature=shared

I met up with Mike for a one-on-one on Tuesday, bringing my SP-202 along for some extra reference.

Explaining my work idea, along with the growing imperative to construct my own sampler for the piece, Mike instead entertained the possibility of having Ableton - a highly 'able' music software - perform the same function.

From there, I could wire up a custom midi control for the audience to interact with, a task which would still require a bit of electrical handiwork, just significantly less so.

These were the notes I took during our conversation.

Make the system first (using a proxy MIDI), THEN build a single midi button

Feedback loop → Music without human → "Auto-visual feedback system"

Not actually Ableton, it's Max MSP → You can just have Max MSP, there are operators (hardware) that you can assign to it, giving it functionalities → Instead of going through a multi step recording interface

MAX MSP (Ableton) has patches, saves time, good problem solving, design → Node tree

So how do I get a Max MSP license? $9 a month, will need internet connection → Student version → Max for Live or Max MSP? 

Will I even need an induction? → All I'm making is a MIDI controller

Computer overheating? Have hatch in back open, computer breathability

Patches available to download: Auto chop? → Auto sequencer?

A single midi button, streamlines audience action

"Generative drum sample" → "How to make a generative drum machine"

Like those talking hamsters

Movement further: start adding knobs and other functionality

Fahsai last year: motion camera, sound variables patched to movement → Made a 'human' that you touched to make sound.

There's facial recognition patches too, you could remove the button and have it make sound from your face

On Wednesday I had a one-on-one with Israel, and talked about my work so far - or lack there of! had a bit of a vent about the amount of time CPRM class had been taking up lately, but it was good to speak my general directive aloud.

Back at home, I forked out the $28 per month subscription for Max MSP... with the standard plan. Indeed there was a student plan that I was eligible for, but the swindlers didn't provide any monthly option for it!

[thelucknowclasses]

Current Affairs 9 March 2025 | Daily One Liner Current Affairs Questions by The Lucknow Classes | Current Affairs March Month 2025 | 9 March 2025 Current Affairs Quiz

The Ministry of Electronics and Information Technology launched the IndiaAI compute portal and dataset platform, AIKosha.

The Panchaganga river is a tributary of the Krishna river.

The Ministry of Panchayati Raj launched Model Women-Friendly Gram Panchayats.

Banni Grasslands and Gandhisagar Sanctuary are new locations for the Cheetah Introduction Program.

The Special Olympics World Winter Games 2025 will take place in Italy.

Bangalore City University will be renamed in honor of PM Manmohan Singh.

The Sea Dragon 2025 naval exercise is being conducted off the Guam coast.

Christian Stocker is the new Chancellor of Australia.

India will host the second Asian Yogasana Championship.

Download Weekly and Monthly Current Affairs PDF From Telegram: t.me/thelucknowclasses

The Lucknow Classes #thelucknowclasses #currentaffairs9March2025 #CurrentAffairs2025 #March2025CurrentAffairs #CurrentAffairsMCQs

[weirdstrass]

9/11

okay, starting studyblr because I think what would be incredibly motivating for me is listing everything I've DONE in a day, rather than focusing on my shortcomings.

I won't lie-- I am behind in grad school. Still working on ADHD medication, which has made it difficult to pay attention, leading to a cycle of me falling behind in class, spacing out because I don't know what's going on 60% of the time, and then getting behind even further. This is an attempt to change what I can change.

grad school started on the 20th, there is still time to catch up if I lock the fuck in.

I have four classes-- Algorithms, Computer Vision, Programming Languages, and Machine Learning.

I think it was a mistake to take 12 credits for my first semester while unmedicated, but I cannot change that.

Today I worked on revising notes for Algorithms. First chapter is really easy, so that is my lowest priority for revising (but still something I should do). I did Calculus review for this today (as I will continue to do), and during this time, I was reminded about what @bagalois showed me re: functions that are continuous everywhere but differentiable nowhere. Reviewing this further, I learned about the Weierstrass function and fell down the rabbit hole regarding that. Remember how I was talking about ADHD?

Rewrote the portion on formal definition of big O notation (worst case), where for f(n) to be in the set O(g(n)), there must exist positive constants c and N for which O ≤ f(n) ≤ cg(n) for all n ≥ N. This is an asymptotic upper bound, so in the case of something like 7n^3 + 100n^2 - 20n + 6, you can say it's in the set O(n^3) but also O(n^4), O(n^5), O(n^6), etc. Really, it's O(n^c). You can just look at the highest term to figure that one out, but I need to get out of the habit of doing this because it will bite me in the ass later on when writing proofs.

Need to rewrite my stuff on Ω (Omega) and Θ (Theta), o (oh), ω (omega) and do more practice with proofs for Big Oh.

With Machine Vision, this is the hardest. I love the professor for this class a lot, but there's a lot of complicated stuff being thrown at me. She's pretty good at explaining this. I've been working on colab notebooks to get caught up, looking at convolution (which I think I previously carried a different definition for from machine learning?). Need to do the quiz she put out today (due Friday, whyyyyyy), as well as the project still.

Programming Languages is currently a cinch (relatively), even if I bombed the quiz (2 question quiz......). Need to finish homework for this (the professor was sick so I couldn't show him what I had for a box and circle + stack diagram unfortunately, must scan and send to him. He made extended deadlines for these due to some previous errors he had but I can't be complacent

Machine Learning is. Going to be the most difficult to catch up with I won't lie. People seem equally as lost as myself.

It's go timeeeee

[kairurl]

[UTS] Daily Journal | September 9, 2024

Note: As you’re about to see, my vocabulary has changed, hmm? A few of my words are grammatically incorrect, and the sentence construction is off. Well, it's because I speedrun this and finished it in approximately 7 minutes and 42 seconds. Back to school again after a week where suspension of class got a 2 streak twice (Monday - Tuesday and Thursday to Friday). Today I finally get to relax as our we finally finished our group activity for purposive communication subject which is the roleplay, some of my groupmates have lost to track of their script which leads them silent for a bit, but fortunately, they managed to recall it, i like how my groupmates like that, instead of stopping and waiting for the professor to ask why the scene stop, they did their best to come up with an on-spot script to continue the whole scene, I'm somewhat proud of them, good job y'all if you guys are reading this. For the next subject which is Understanding the self, luckily our professor continue the topic he discussed last Friday, which only 5 below of my classmate attended, I'm thankful because he gave me and those who were absent for the online class last Friday a chance to gather knowledge from that topic more convenient as he explaining it instead of us self learning. Next up, Introduction to Computing subject, we have new topic in this subject and he also discussed the STI BITS and its info. He gave us a choice on what module we are going to have a quiz for the next meeting, which is a blessing to us since we chose the module 1 as that's the module where we all familiar with as we review that last last week. For the last subject, Computer Programming, we did a laboratory activity there on which game me more experience on how programming works such as what would happen if this/that set of word is gone, what would happen to the output of the whole code, etc. This day is somewhat a decent day for me, we enjoyed and at the same time we learned.

[tathastuedu]

Online IELTS Coaching in Delhi

There are many advantages in doing online IELTS coaching in Delhi. It provides extra facilities that are very helpful to the students who want to prepare for the IELTS exam.

Here are some key advantages:

1. Flexibility and Convenience

Schedule: The courses are self-scheduled hence allowing students to attend classes at their convenience and this may benefit the working person or any individual who has other things to attend to.

Location: They can join classes from any place with an internet connection Thus, there is no use of time and money to commute and also have access to class resources within the comfort of their homes.

2. Access to Quality Instructors

Global Expertise: Virtual classes involve trainers from various parts of the globe, and this makes it possible for the learners to learn from many trainers, and not limit themselves to a selected mode of teaching or an instructor with limited expertise.

Specialization: Getting tutors for the sections of IELTS exam (Listening, Reading, Writing, Speaking) that one wants to concentrate on makes it easier for students to learn effectively.

3. Personalized Learning Experience

Adaptive Learning: Most of the online IELTS classes in Delhi incorporate adaptive learning technologies that are useful in presenting content that is targeted and in synchrony with the learner’s understanding and mastery.

One-on-One Attention: Options for online IELTS classes also provide the opportunity to give special feedback and Learner’s techniques related to individual strengths and weaknesses.

4. Comprehensive Resources

Variety of Materials: Lectures often have a variety of tools available such as practice tests, videos, examples, quizzes, and PDFs that one can use during and after the class.

Updated Content: Online platforms to post new articles frequently to cover the newest changes in the patterns and questions of IELTS exams.

5. Interactive and Engaging Learning

Multimedia Tools: Incorporation of videos, interactive quiz sessions, and live sessions can be more effective than conventional teaching methodologies.

Peer Interaction: Live classes bring communication with other students, and discussion forums and group activities provide a social aspect for learning.

6. Cost-Effective

Reduced Costs: online IELTS classes in Delhi can be offered cheaper when compared to the in-person classes because no expenses on physical infrastructure are required

Savings on Commute: They are able to cut on transport costs and time which is a significant benefit.

7. Practice with Real-Time Feedback

Mock Tests: Most of the online IELTS classes have an option for students to sit for mock tests which are scheduled in a manner similar to the real exam so that students can be able to cope up with time constraints as well.

Instant Feedback: Computer grading and comments and a instructors encourage feedback from the student regarding their weaker areas.

8. Accessibility

Inclusive Learning: Online IELTS classes in Delhi will also be less demanding for students with disabilities since some learning materials are produced with additional aids such as screen readers, subtitles, and adjustable fonts.

Global Reach: Local students who cannot easily attend a physical class or one in a different country can now get quality education that they otherwise will not be able to get.

9. Time Management

Structured Learning: In online IELTS classes, one gets to understand a course content as well as to the time to be spent on every topic among other things.

10. Continuous Support

24/7 Availability: There are many platforms to use like books, video tutorials, and discussion boards with other students and instructors available any time of the day.

Regular Updates: Ideally, there is always fresh information and resource, and students will be grasping only the latest information during the session.

All in all, online IELTS classes in Delhi bring comfort, reasonable prices, and individual attention to students and help to use the further opportunities of modern technology in teaching perspective.

Visit: https://tathastuedu.com/ielts-coaching-in-delhi/

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[azeez-unv]

152 Widely Accepted Teaching Methods

18.09.23

Every teacher is different in terms of their ways, styles, and methods in teaching. The best teaching methods are those designed considering the interests of students and the subjects taught. Methods in teaching can be teacher-centered, learner-centered, content-focused, and interactive or participative.

Each teaching technique has its pros and pitfalls. To make the whole process effective, teachers usually combine two or more of these teaching methods. Here, let us have a look at some of the most widely accepted and followed methods in teaching throughout the nation

1. Lecture

This is the most commonly followed methods in teaching in various educational institutions throughout the country.

It is considered as the most ideal method for a teacher to address large classrooms. Lecture refers to an oral presentation of lessons to a group of students.

2. Class discussion

This is one of the best interactive methods in teaching in which both teachers and students in the classroom exchange ideas on the topic of discussion.

When used effectively, this strategy can help students to develop their thinking, learning, understanding and problem-solving skills. A good teacher can create a positive class environment where students can freely discuss their ideas.

3. Oral Questions

One of the most commonly used methods in teaching. In this, instead of just a passive way of lecturing, teachers can encourage the students to ask questions in return.

This in fact helps teachers to understand the areas that the students find it difficult to comprehend and to explain things better. This helps the classes to be more engaging and interesting.

4. Repeating points

Instead of just giving an oral presentation of the lesson once, the teacher repeats the important points once they cover a subject unit before passing on to the next.

This helps the students to recollect what was taught in the previous unit before going to the next. Repeating points would register the content easily on students’ minds. Some teachers also ask the students to repeat the points he/she just covered.

5. Buzz groups

In these methods in teaching, teachers split the whole class into small groups and give them a topic of discussion so that the students can come up with ideas on the subject or solutions to a problem within a short period of time. This method helps to stimulate discussion and to get student feedback.

6. Demonstration

Instead of just giving an oral explanation of a subject, in these methods in teaching. the teacher produces enough materials or proofs to make things clear. For example, if a teacher wants to explain the functioning of a handy device, he/she can bring it to the classroom to explain it better and easily.

In another context, it can be a demo of a step-by-step process that helps students to easily connect it to theory.

7. Presentation

In this method, the teacher gives a power point presentation in the classroom. The slides include diagrams, charts, images or algorithms to make the session exciting and engaging. Teachers can use projectors connected from computers to address larger number of students.

8. Student reports

These methods in teaching are designed to get proper response or feedback from the students after the completion of a lesson. They will be asked to prepare reports based on what was taught in class. This gives the teachers an idea of what the students have understood.

9. Debate:

This method of teaching helps to explore the range of views on a subject. Students will be split into groups and then, they can debate on the subject provided to them. In most cases, the subjects given to groups will be contrasting so that they can argue with sharp points. This friendly debate is meant to develop critical thinking.

10. Quiz:

Once they cover a subject, teachers can conduct a quiz containing questions related to what was taught.

The students can be divided into quiz groups to make the whole idea interesting or sometimes, one or two students can represent a group. These methods of teaching are meant to evaluate student understanding and to improvise the instructional methods.

11. Puzzles

This is an easy way for teachers to teach subjects like mathematics, that students usually find hard to comprehend. This, in fact, helps to develop their problem-solving skills and creative thinking. The puzzle levels depend on the student groups.

For example, teachers can use simple word puzzles to improve vocabulary skills of elementary students. Teaching with puzzles helps to improve the parallel, vertical, lateral and confrontational thinking skills of students

Examples: Some students find it difficult to understand the lessons when it comes to studying theory alone. However, when teachers explain the facts with examples, it helps students to understand the lesson better. Sometimes, teachers even come up with real life examples which make learning easy and effective. With examples, students find it easy to relate to the theory.

12. Textbook assignments

In these methods in teaching, students will be asked to do textbook assignments once the teachers complete a unit. These assignments improve students’ understanding of the lessons taught.

Also, the application level of assignments will further enhance their learning. Some of the assignments would demand more research and this in turn, helps the students to develop their self learning skills.

13. Class summary

In this method, teachers ask the students to create a summary of what is taught in every class. Students can recollect the points taught and keep a write-up for future reference.

They can keep all the notes together and use them to revise during exams. The write-ups contain all important points that were taught in class. This makes it easy for students to refer from compared to textbooks.

14. Library research

This is one of the effective methods in teaching. Textbook lessons are always a brief content of many vast subjects. Therefore, teachers can encourage students to go for a library research of the subject taught.

Most schools contain big libraries with a vast collection of books. Referring to library books enhances students’ research skills and deepens their understanding of the subject.

15. Flashcards

This is one of the best ways to teach subjects like vocabulary or mathematics. This is an inexpensive and portable tool that makes learning easier for students.

This memory-aid tool has a different application for higher classes. They prepare a problem, question, or sight word on one side and the answer prompt on the other side.

16. Field trips

Students of all age group loves this method in teaching. An organized trip to a place which has a significant relation with the subjects taught makes learning more interesting.

It also helps to improve student-student and student-teacher interactions. It is an opportunity for students to observe, ask questions and have an out of the regular classroom experience.

17. Infographics

It is one of the best teaching tools that can be used to easily convey the subject to the student. Instead of giving them a lot of written information, this visual learning tool lets teachers to easily teach a vast subject with a single infographic.

It is a fact that humans can easily process an image much faster than texts and that makes learning with infographics really effective.

18. Class projects

Project-based learning lets students to understand and to remember a subject for a longer period than just reading the textbook content.

Spending on the subject for an extended period of time lets them to go deeper into different areas. Working on a project improves their critical thinking, collaboration, communication and self-management skills.

19. Laboratory Experiments

This is a great opportunity for students to investigate, analyze and to reflect on the subjects taught in class.This is one of the interesting methods in teaching for students.

They will find it easy to relate the application to the theory and it also improves the power of observation and reasoning in students.

In addition to enhancing their higher-order thinking ability, it also gives an opportunity to the students to improve their skills in using laboratory equipment and instruments.

20. Posters

Teachers can present lessons in the form of posters to make it visually appealing to students and to free them of the boredom from studying just theory.

They can also ask the students to prepare posters for certain lessons or subjects that were already taught in class.

These methods of teaching enhance students’ ability to develop information from a subject and then, visually present it for an audience.

21. Use of motion pictures

This is another interesting way to present a subject in a larger classroom.

In this method of teaching, a series of still pictures created in rapid succession will be projected via a motion picture projector. This is the best way to teach functioning or ongoing processes such as growth of plants or changes of a body system.

This, in fact, grabs more attention from students and helps teachers to explain vast subjects within in a short period of time.

22. Storytelling

In this method, teachers present lessons in the form of stories. Teachers can also come up with stories related to the subject in the middle of a lesson to make the session more interesting. As students usually love hearing stories, this method of teaching is sure to grab their attention.

23. Student teachers

In these methods in teaching, students take up the role of teachers. They will be asked to prepare lessons and to teach the rest of the students. Each student will be allotted a subject and given ample time, say 1 week, to collect information and materials for teaching. These methods of teaching are meant to develop research and presentation skills.

24. Weekly Assessments

Simply progressing from one lesson to another doesn’t always make sense. It is also important to see if the students really understand what you teach.

Weekly assessments are of great help in this regard. It helps the teachers to analyze the areas the students found difficult to understand and to make changes in teaching strategies if needed.

25. Word walls

This is a really interesting teaching strategy in classrooms where both students and teachers can contribute to word walls.

A space in the classroom will be assigned for the share their ideas, inventions or data or image of an important class lesson with their peers.

26. Workbooks

In this method of teaching, teachers can prepare workbooks on their subject or use the workbooks allotted by the school. This is a method to reinforce the lessons learned during a lecture and to give students some self-study time during the hour.

Students can use this option to analyze their understanding of the subject. Teachers can also use these methods of teaching to assess the students’ understanding about the lessons covered during class.

27. Home tests

This is one of the common methods of teaching adopted for students of any class. In this method, teachers assign a set of tasks for the students to complete at home.

This can include reading comprehension, writing, typing, and problem solving or reviewing a lesson before a test or practicing a skill. Parents can also have a look at the home works to ensure that their child performs better.

28. Classroom activities

The activity-based teaching method is gaining popularity these days for its ability to keep students active and engaged. This student-centred approach involves the students mentally and physically in the subject and thereby, provides them with a productive learning experience.

It also helps to develop students’ thinking ability and creativity in addition to providing them with a deeper understanding of the subject. The activities can either be individual or team-based.

29. Idea into the picture

This is more of a creative side of teaching. Students can be asked to express an idea taught in class in the form of a picture.

Each student will express their ideas differently and this gives the whole class a wide exposure to creative thoughts.

Teachers can use these methods of teaching once in a while to make the classes more engaging and interesting in between the routine lectures.

30. Reading aloud

Reading text aloud can help students to get it easily registered into their minds. In addition to providing a better understanding of the subject, reading aloud can also turn the students into active listeners.

Listening to their counterparts reading the lessons aloud in class it gives the students a better understanding of the right way to pronounce new words they come across. Also, as every student is given a chance to read, it encourages class participation.

31. Drama

This is an ideal way to teach languages. Also, students get an opportunity to express themselves through dialogues and gestures thus improving their imagination and memory.

This is one of the meaningful communication activities that can be tried out in any classroom that promotes teamwork. A story or an idea from a subject can be used as the drama theme.

32. Surveys

It is a simple way to collect information on any subject and is considered effective for teacher evaluations and student perception.

Video surveys are another way to compare classrooms and education across cultures and to adopt a way that seems effective for the majority. The surveys can be in-classroom or online ones.

33. Unit tests

A subject comes with different modules or units. When a teacher completes a particular unit, he/she can conduct a test covering the key areas of that particular module.

These methods of teaching will help students to make the present unit thorough before passing on to the next and the teacher can give additional classes on the units where the students scored less. Teachers can also hold special classes for students to help them improve in the areas where their performance was weak.

34. Think Pair Share

This is a collaborative learning strategy to develop teamwork among the students. In this method, they can work in partnerships to solve a problem or a puzzle related to a subject.

This allows them to think individually as well as to share ideas to come up with a solution. They can discuss the ideas with their allotted partner before sharing it with a larger group.

35. Jigsaw

This classroom activity allows students to rely on each other to succeed. In this method, a puzzle is broken into small units and is distributed amongst small groups formed within a classroom.

This emphasizes cooperative learning as one can actively help another to solve the puzzle. This cooperative learning promotes student learning and interdependence.

36. Role-playing

This technique allows students to explore realistic situations as part of their learning process.

They can interact with others in a managed way to tryout diverse strategies in a supported environment. In this method, particular roles to play are assigned for each student as part of a interaction. The students can act according to specific instructions and they can redo it based on the reflection and discussion after first trial.

37. Turn and Talk

This is an oral language support strategy in which students are given scaffold interactions in order to formulate ideas on a subject. They can share it with others.

In this method, all students get a chance to share their thoughts on the subject in a low-risk setting. The teacher’s role is to ensure that partnering of the students is not random but strategic.

38. Puppets

This is an interesting way to teach a new language in primary classrooms. Puppets with a movable mouth can be a good tool to teach phonics and basic number concepts.

This mode of teaching builds enthusiasm amongst young students as the puppets can be used to animate a topic.

39. Flannel boards

This is an interactive learning tool that can be used to teach primary level students. Teachers can make use of flannel boards to easily handle different subjects rather than teaching orally.

Flannel boards can be used as a personalized storytelling board or a counting board to teach mathematics. It can also take forms of a lapboard, game board, or graphics boards based on the subject to be handled.

40. Case studies

This teaching tool is a great way to showcase the application side of a theory or the subject concept to real-life situations.

A contextual analysis of a subject gives the students a better learning experience rather than just memorizing what’s given in textbooks.

Case studies can be either fact-driven or deductive and sometimes, they can be context- driven with multiple solutions.

41. Pen pals

In this method, students can write about exchange letters with people of another community or country. This provides the students with better exposure to different languages, arts, geography etc. Also, exchanging letters or write-ups contributes to improving students’ awareness of global societies and cultures.

42. Audio-tutorial lessons

This is an alternative to regular classroom lectures and is an innovative method to create an engaging learning experience.

Subject experts give lectures on different lessons in the form of audio clips to the students during class hours. They can also make a copy of the same to use while learning at home.

43. Mobile apps

At present, mobile apps are one of the widely used modes of teaching. Apps like Skype are capable of helping schools to visually bring experts to classrooms and apps like Socrative helps in visualizing student understanding.

Other popular mobile apps useful in classrooms include OneNote (a digital note-taking app), Google Classroom, ( a free web-based platform to save time and paper in classrooms) etc.

44. Experiential Learning

This is one of the comprehensive methods of teaching through first-hand experience. It provides outside the classroom setting learning experience that helps students to acquire advanced skills and knowledge.

Experiential Learning includes service-learning projects, internships, field trips, studies abroad and field research. This is in fact a simple but effective approach of learning by doing.

45. Use of pretest

A student’s level of understanding can be assessed beforehand using this method. The teachers can then use this information to plan their instructional strategies.

A student’s baseline knowledge in the subject can be determined initially to better plan their teaching.

Conducting tests after teaching can also help the teachers to assess where the students stand in the learning process.

46. Flowcharts

A sequence of events or actions in a lesson can be taught better using flowcharts.

These methods of teaching are also used to explain different stages in a process, the relationship between two levels or the process of reaching a solution. Using a flowchart, complicated ideas can be summarized to be explained in classrooms.

47. Vocabulary drills

In this teaching strategy, the teacher says a word or a sentence and the students will repeat after him/her. When the teacher changes the prompt next time, students will follow what the teacher does.

This is referred to as drill & practice as knowledge or skill can be achieved through repetitive practice. It can be a good option to learn new languages, spelling or even mathematical functions such as subtraction or addition.

48. Bulletin boards

Having bulletin boards in classrooms play a great role in creating a positive learning atmosphere. You can use them to display student work or anything related to the subjects being taught.

Bulletin boards help students to remember important areas of a lesson. It can also be a good aid to a lecture assignment, tutorial or group work. It helps students to remember and memorize key elements of the subjects being taught, including new words or concepts of the week or day.

49. Think Aloud

The teachers verbalize aloud when they read a subject in class. This includes describing things that helps students to construct meaning from a text.

They can improve their comprehension as well as thinking ability. This also means to re-read a sentence to make sense and read ahead to make it clear.

50. Brainstorming

It can be a small or large group activity in a class. In this method of teaching, students are taught on how to get ideas onto paper. This is the way of generating ideas within a group setting by posing a question or a problem. Everyone can contribute to the free flow of ideas with possible answers to the puzzle.

51. Alphabet Brainstorm

This is a varied approach to the usual brainstorming that can be a whole-class activity or can be done in small groups. In these methods of teaching, students are asked to generate or express ideas beginning with each letter of the alphabet. This is a quick means to create thoughts, evaluate prior knowledge, or to assess learning level.

52. Differentiated Instruction

These methods of teaching encourage equal success rates for all regardless of differences in ability with personalized instructions.

This is also an ideal teaching method for second language learners. A student with lower reading skills will be paired with another student who is advanced in the language. They are then asked to write out questions if they don’t understand any part of the story.

53. Cramming

These methods of teaching simply mean to memorize large amounts of data or information in a short period of time. It is ideally used to excel in performance-based assessment and as part of exam preparation.

Last-minute cramming is usually not recommended but the technique can be used effectively beforehand. The students are given easy codes or shortcuts to remember a list of items or the order of an activity.

54. Read–aloud

This simple strategy is to read lessons aloud in the class. This instructional practice integrates variations in pace, volume, pitch, tone, pause and eye contact.

They also include questions and comments in order to create a fluent and pleasing delivery. This is the right way to introduce new vocabulary and to enhance expressive reading and fluency.

55. Interactive read aloud

This is a variation of the read-aloud teaching technique which integrates a series of purposeful activities including shared teaching. This basically means to preview the book, scaffolding on prior knowledge and teaching reading fluency.

The teacher will ask purposeful questions and will emphasize the elements of the story. He/she will then summarize the lesson to bring closure to the class.

56. Reciprocal teaching

This instructional activity involves small group reading sessions in which students are given the role of teachers. Teachers will first model and then, teach the students to guide group discussions.

The key elements of this technique involve generating questions, summarizing, clarifying, and predicting. During this activity, teachers can monitor their comprehension while students read.

57. Guided reading

In this instructional approach, a teacher will work with groups of students who showcase similar reading behaviors i.e., those who are capable of reading similar levels of text. This technique is useful in developing independent reading skills in students.

The reading text will be chosen in such a way that the students can read it with skilful support of teachers.

58. Problem Tree

This is an effective tool that is used to teach all the possible causes and effects of a concerned problem.

Clearly identifying the multiple causes helps them to understand the context better and to ease off the associated complexity with the problem. This is best used in classrooms while helping students to develop comprehensive class projects.

59. Active Listening

Rather than just going on with lectures, active listening skills are also inevitable for a good teacher. This helps to create empathy and understanding with the class. It also helps to assess if the teaching is effective and if the students understood what was being taught.

60. ABL

ABL is a student-centred approach in which the students continuously take part in different activities other than in-class sessions in order to achieve knowledge.

This is in fact the method of learning by doing what helps the students to develop as individuals. Teachers can choose activities in which student’s senses are stimulated and can guide them in their approach.

61. ABA

The Applied Behaviour Analysis (ABA) teaching method is a great way to educate students with autism. This includes teaching with prompts- encouraging them to give the desired response and modelling-showing how a task can be done.

Discrete Trial Training (DTT) is also part of the process in which the large tasks are divided into steps or subtasks to make it easy.

62. Bank Street

It is also referred to as development-interaction approach in which a student is educated emotionally, socially, physically and intellectually.

This is one of the common approaches to teach primary school kids in an interdisciplinary, experience-based, and combined setting. In this effective method, the teacher works personally with children by understanding his/her interests.

63. Montessori

It is an integrated approach that combines hands-on learning, self-directed activity, and collaborative play for elementary students and thereby, helps them to develop independence in a prepared classroom environment.

These methods of teaching allow students to have creative choices in their learning. Teachers can provide age-appropriate activities to steer the process. Cooperative learning: This method combines students of mixed levels of ability who are arranged into groups.

They are then rewarded based on the group’s success and not solely for an individual member most of the times. Students can work in groups to complete a common task in a structured way, thus developing team work.

64. Flipped Classroom

The typical lecture process is reversed in this teaching strategy. Before the actual class session, students are asked to view video lectures at home.

They will then use the knowledge gained from these lectures to practice exercises, projects, or discussions during the class hours.

65. Deduction

In these methods of teaching, learners are given rules first followed by examples and after that, they practice the lesson. This is a teacher-centred approach which is ideal for teaching languages. It is really helpful for lower level learners who require a clear base to start a lesson.

66. Induction

In contrast to the deduction method, this is more like a student centric approach. This is a reverse model to teach a new language in which examples are given first and the learners are then asked to find the rules. They can detect or notice patterns and work out a personalized rule. A new theory can emerge from the data.

67. Gamification

Irrespective of the grade of your students, you can apply gamification in your classroom to make learning fun. Students always love to play and these methods of teaching can really take out the stress from the typical lectures.

Game elements such as badges, points, and level achievements can be brought to keep the students engaged and active throughout the class.

68. Hands-on

These method helps to achieve authentic understanding and application of a fact or a theory and not just memorization.

In this strategy, students are engaged in physical assignments or activities while learning. This is not just applicable for subjects like physics or chemistry but also for mathematics.

The physical evidence for thinking and reasoning gives more sense for mathematical ideas and they can solve problems easily.

69. Hands-off

The students are given only minimal instructions in this approach unlike lengthy explanations on the subject. Teachers urge the students to study independently by challenging them and brainstorming. Instead of just answering their questions, they are asked to find out answers with proper research.

70. Unit method

The teacher divides the subject to be taught into different units first and then, teaches it one by one. Textbooks may come with units to make teaching and learning easy.

In this method, the teachers prepare their own set of units to give a personalized instruction of their convenience and by considering the understanding level of particular students in the class.

71. Vee maps

This is a tool to guide the thinking and learning of students during laboratory sessions. It usually contains six areas- focus question, concept map, data and analysis, word list, events, and conclusions. This can be customized based on the subject handled in the lab.

72. Cubing

This is an easy to use approach in which six different topics can be taught or explained to students in a single step. Each side of the cube will have one concept or idea and students can cover the sides one by one.

This can also be used in activity learning in which cube is rotated and one side is chosen.

73. Sandwich

The teaching information can be integrated by considering the diverse needs of students in the target group. This is a fast and efficient technique to teach foreign languages.

It includes oral placing of an idiomatic translation in the mother tongue sandwiched between unfamiliar phrases in the learned language. It is then repeated so as to communicate meaning as rapidly and wholly as possible.

74. Seminar

This is a teaching technique that is ideal for higher learning. During seminar hours, students and teachers have discussions on a specific topic.

Usually, each student is assigned a topic and they give a prepared presentations on the same. The other students will then ask questions to clarify certain areas to come up with a final decision to solve a problem or to get comprehensive understanding of the concept.

75. Silent way

This is a language-teaching method in which extensive use of silence plays the key part. A structural syllabus is followed and the teacher concentrates on a small number of useful and versatile words. The learners are given more opportunities to speak as much as possible.

76. Spiral

in this method, the basic facts of a subject are taught first without giving much emphasis about details. Later, the details are introduced as the learning progresses. The information is reemphasized many times to the basic facts studied first to help them have a long-term memory on the lesson.

77. Snowball

This strategy is designed to aid students to predict, justify, summarize, and think critically on the subject. Teachers can personalize the approach to meet their exact purpose.

Students are asked to write a content related question on a paper and then, crumble it into snowball. Then, they can throw it in air and then, catch another snowball thrown by their counterparts. They can then try to answer the question on that snowball.

78. Dogmatic

Students almost literally reproduce what is memorized and need not apply knowledge in practice. This in fact encourages some degree of mechanical memory.

With this approach, students can save time and energy, and avoid unnecessary thinking. It is a good exercise to boost memory power.

79. Fishbowl

Teachers will explicitly educate students on a variety of social skills. In this approach, the whole class is given an opportunity to closely observe and study about social interactions.

To make it interesting, teachers can give a thought-provoking problem or a question to the fishbowl group and those staying outside will be listeners. Unlike other methods, the entire group can participate in a conversation as students take turns to be inside the fishbowl.

80. Abacus

This is an ideal approach to help kids to learn mathematics in an interesting way. It is designed with colorful beads to make learning more fun and exciting. The concepts are reinforced through their sense of touch. The simple arithmetical operations can be taught with mental visualization.

81. Simulation

This is a kind of experimental learning in which the reality of the scenario is experienced to gather meaning from it. It can take different forms based on the subject being taught.

For instance, medical student trainees can practice a procedure in a simulated learning environment before doing it with the actual patient.

82. Fishbone

This is a diagram based teaching technique for problem solving. In the fishbone diagram, the head of the fish will have the change that is being analyzed and the ribs of the fish have the reasons for the change. The riblets will have supporting evidence or relevant key terms.

83. Raft

It integrates reading and writing. Students are asked to write about what they have read or studied to illustrate their depth of understanding.

This form of teaching gives students an understanding of their role as a writer. They can get ideas on the varied formats for writing, the audience to be addressed and the content expected.

84. Future Wheel

In these methods in teaching, teachers instruct about the direct and indirect future consequences related to a specific change or growth in the lesson using graphical visualisation. This foresight method is a form of structured brainstorming. It is used to show complex interrelationships and to get organized thoughts about a process.

85. Talk and chalk

It is an interactive lecture methods in teaching using whiteboards or blackboards. The oral presentation will be less; instead, and the teachers write and draw on boards or solve problems with detailed steps.

Students will also be given chalks at times to solve a problem or draw an object or to reproduce what was taught.

86. Mind maps

This revolutionary approach makes both teaching and learning more effective. These maps are innovative thinking tools that help students to externalize and visualize difficult concepts and to easily connect between different ideas.

A basic map will first have a central idea to which branches and keywords are added. You can add colors or images to make easy connections.

87. Z to A

In this different teaching idea, the application part of a theory or concept is taught first so that the students will be interested to study about it further.

Followed by that, the actual concept is taught. This approach helps them to have a long lasting memory about correlation of a concept.

88. Discovery

This is constructivist, inquiry-based learning that is ideal for problem solving situations. The learner is supposed to draw and discover facts and relationships from existing knowledge and their own past experiences.

They are supposed to interact with their surroundings by exploring and influencing objects, fighting with enquiries and controversies.

89. Socratic

Students are given questions and not answers. This method of asking and answering questions encourages critical thinking and develops the capability to draw out ideas from underlying presumptions in students.

The students also get a deeper understanding of the topic with this forum for open-ended inquiry.

90. Didactic

This form of teaching encourages consolidation of knowledge with multiple elements such as ideas, formulae, facts, phenomena, and laws.

The information is organized better to make it logical and accessible to students. As part of this method, students are asked to find a solution to cognition tasks, take part in curricular and extracurricular activities and more.

91. Smart cards

These are magnetic strips with unique student profiles that are given for every student in the class. Plickers is one such method used to make low tech classrooms smarter.

Cards with multiple choices are issued to the students that they can use to choose an option when the teacher asks a question in the middle of the class. The teacher uses her device to scan the class and retrieve the answers. She can then evaluate the answers to know if students are following the class.

92. Task cards

The objective of using task cards in classrooms is to develop students as independent learners. Basically, a task card will have tasks or questions on them.

Students can use whiteboards to reveal the answers. These are one of the best tools for reinforcement and assessment. It can also be used as part of class activities. Teachers can mix up the tasks to make the game interesting.

93. Hybrid

Face-to-face teaching and online learning is combined in this hybrid approach. More than half of the class activities are made online. The use of technology gives a flexible learning environment for students.

This method is developed to enhance students’ conceptualization, knowledge acquisition, and communication skills.

94. Rubrics

In these methods in teaching, teachers can have consistent standards while assessing qualitative tasks and it encourages consistency in shared marking.

Students are given rubrics at times of an assessment that briefs the tasks to make them aware of the expectations out of it. They can use it to assess their own work while it progresses.

95. Design Thinking

This is a method to teach creative problem solving. Teachers can give hands-on design challenge as a class activity or in pairs or small groups.

Students can have an active and shared experience to explore design thinking in a solid time frame. They can apply discovery, ideation, interpretation, experimentation and evolution to reach a conclusion.

96. Explicit Teacher Modeling

Students are provided with a lucid, multi-sensory model of a skill or concept in this teaching approach. The teacher gives a multi-sensory instruction (visual, auditory, tactile). She describes and models this idea or concept for the students by breaking it into learnable parts.

97. Reading Comprehension

This approach helps students to become focused, active readers with control of their own reading. This practice improves their fluency, vocabulary, comprehension and spelling.

In this session, the teacher guides them to have a proper understanding and interpretation of their reading. This includes decoding the read, making links between the content and their prior knowledge and thinking deeply about what they came across.

98. Periodical Revision

Just giving a lecture of the topic may not be enough for every student to have a long term memory of what is taught.

In this strategy, the teacher revises a lesson at the end or before moving on to the next. Some teachers do it before the exam so that they can easily recollect what was taught helping them to excel in exams.

99. Match it challenge

This is an interesting approach which is usually performed after giving a lecture on the topic as part of an assessment or memorizing.

The key points or areas of the topic are listed on one side of the board and something related to it will be listed on the other side but in shuffled order. Students are asked to match the related points from both sides with cross lines.

100. Recordings

Hearing a lecture on a topic once may not be sufficient for every student to have a proper understanding. Smart schools provide options to record the lectures which can be used later for reference. They can rehear it at home to make clarifications on certain areas or to relate to a newly taught content.

101. Intellectual Challenge

In contrast to the typical lectures, which many of the students find boring, teachers set up a challenging learning environment in class.

Activities that challenge their thinking will be set up, considering the students’ interests too. Give them goals to achieve with a reasonable timeframe thus making them engaged in the learning process.

102. Panel discussion

This approach aims at showcasing factual information and conceptual knowledge for a given topic. The technique can take different forms. In classroom panel discussions, the panel may contain a group of students or student representatives who discuss a certain topic after thorough preparation.

The panel may otherwise contain subject experts who discuss about all areas regarding the topic and thereby, giving the student audience a chance to gain deeper knowledge on the subject.

103. Push in

This is a different approach in which the general education teacher and the special expert work together. This method also promotes specially designed changes within the classroom setting.

Students are grouped together based on their similar skill levels and given coaching in order to make the process the most effective with the least instructional time.

104. Social media platform

Teachers use the possibilities of advanced social media tools to improve their teaching while coming up with innovative ideas. This includes pinning educational resources using Pinterest, blogging for students’ homework assignments, having a Facebook group for your class, bringing flipped classroom concept using YouTube and more.

105. Phonics

This is a teaching technique where students are taught to read and write in English language with regard to learners’ phonemic awareness.

This covers their capability to hear, identify, and control phonemes. This is effective in teaching the link between alphabet sounds and spelling patterns. The method is explicit and systematic helping them to figure and read words early on.

106. Mnemonics

This teaching strategy aims to help students in enhancing their memory of new information. Visual and/or acoustic cues are used to link novel information to prior knowledge.

Keywords or letters are used to connect the information. Mnemonic codes are developed that signifies an activity or process or any term to be remembered.

107. Sense of humour

In this teaching approach, teachers deliberately bring in humour between their lectures. They relate the topic of discussion with a comedy instance or a story to make the class interesting.

108. Brain Dumps

This is a formative assessment activity where students share their knowledge on a topic or their assumptions and thereby, the teacher will get a chance to know what their students have understood about a specific concept or topic.

Teachers can use this technique to prepare on a related topic to be taught. They can write it on a sheet of paper or share orally in class.

109. Exit cards

In this method, the teacher gives a piece of paper having questions or prompts to be answered once she leaves the class. The purpose of the exit cards technique is for the teachers to assess students’ understanding, to keep an eye on their questions, or to get feedback about their teaching. Exit cards serve as a tool to enhance their metacognitive skills too.

110. Suggestopedia

This is an ideal technique to teach foreign languages. It can include a wide range of activities such as games, music or dramatised texts. The classroom settings may also be changed to dim lighting, comfortable chairs or playing special kind of music to maintain a calm learning environment.

111. Symposium

This approach usually contains prepared speeches followed by audience discussion. The idea is to offer a broad understanding of a certain topic or a problem.

This integrates synthesis and evaluation in one approach and the students can reach a conclusion with different views on the topic.

112. Surprise tests

Some teachers perform tests based on a subject without prior notice. This is one of the best ways to evaluate the students’ knowledge in already taught lessons.

This is also a self evaluation for them to assess their teaching effectiveness. By making these surprise tests a part of their teaching plan, students will always be updated about all the lessons.

113. Outdoor teaching

In this method,, students are taken out of the typical classroom settings. They can play, have fun and learn in an interesting way. They can involve in social activities and be closer to the environment, and have hands-on experiences of the subjects that are being taught in the classroom.

Some teachers even take their students out to the school ground to teach in open air.

114. Peer tutoring

In this flexible strategy, students take the role of academic tutors and tutees. A higher-performing student can tutor or assist weaker students in subjects for a student with limited performance.

Teachers can identify students who are experts in certain topics to help those with a lack of deeper knowledge on the same. This also promotes cooperation, sharing and friendliness in the classroom.

115. Four corners

Student learning is promoted through movement and discussion in this teaching technique. Teachers use this as a formative assessment tool. A controversial statement or puzzle is presented in the class and different answers or opinions are marked in four corners of the classroom.

The opinions can be “agree’’, “disagree”, “strongly agree” or “strongly disagree” or “likewise”. This interactive learning strategy enhances verbal communication, listening, cooperation, and critical thinking.

116. Just a minute

This is a classroom activity usually performed in class after completion of a study session. Students will be picked in random and will be asked to give a speech on the important areas of the lesson in a minute.

This not only helps them to recollect the lesson points but also to frame it effectively in the given time period. This activity can be performed frequently so that students pay attention during class hours.

117. Miming

As actions speak louder than words, some teachers include more understandable actions than lengthy lectures. Students taught with miming technique use this opportunity to understand, communicate and actively participate during lessons.

This is one of the best ways to learn and practice vocabulary which has a lot to do with gestures and expressions‏‎. Teachers use the technique differently based on what they are teaching.

118. Tic-tac-toe board

The ability to understand a topic will be different for each student in the classroom. Some learn best by writing, some by reading while others learn by seeing things happen.

This interactive teaching board will have different activities in each square to suit everyone. This includes acts to test for knowledge, comprehension, application, analysis, synthesis, and evaluation.

119. Total Physical Response

It is an effective language teaching method that integrates the synchronization of language and physical movement. Students are commanded in a specific language, and they respond to it with whole-body actions.

In addition to passively understanding the structure of the language, meaning in the target language is recognized quickly. In this approach, the grammar is not taught explicitly.

120. K-W-L charts

This strategy is referred to “Know”, “Want to Know”, “Learned” aspects of learning. This graphic organizer can help students to arrange data before, during, and after a lesson.

These charts are used in classrooms to promote students to utilize former knowledge and personal inquisitiveness while exploring a subject or a topic. One can clearly understand what they know about a subject, what they want to learn or know, and what they have learned after the session.

121. Heads together

This is a cooperative learning strategy in which students are asked to work together in a group and each of them is accountable for learning the subject. When the teacher gives a question, students can “put their heads together” to find a solution.

Each student is numbered and when the teacher calls out a particular number, the corresponding student will raise his/her hands to answer the question. These numbered heads together is an ideal option for teaching accountability in the classroom.

122. Scaffolding

Not all students in a classroom are similar in terms of learning needs and therefore, this method of instruction is designed to satisfy everyone in the same class or learning environment.

This teaching strategy involves showing and telling, tapping into prior knowledge, giving the students time to talk, pre-teaching vocabulary, using visual aids and trying something new every session.

123. Salt dough maps

This is a fun related learning technique that gives great visual aid for teaching geography or revisiting history.

This tactile, hands-on project also helps to improve their creativity while learning a new topic. The activity includes drawing the outline of a map, pressing the dough on to it and colouring the elevations.

124. Learning station

This method involves a classroom space meant for easy access to a range of learning materials in an exciting and fruitful manner. The station contains learning materials that allows students to have self-directed and self-employed learning.

To make the whole learning interesting, students can get work schedules with compulsory and optional tasks from the station.

125. Station teaching: This is a varied station approach which allows teaching a number of lessons at one time. In order to engage in all activities, the students move from one station to the other within a definite time frame. This is a good option for teachers with limited resources to distinguish instruction by integrating students’ interests, requirements, and learning styles.

126. Audiobooks

This is an interesting learning approach in which students are given access to audiobooks on different subjects. They can listen to a variety of audios from subject experts to have a deeper knowledge of the subject which in turn improves their vocabulary, listening skills and attention to detail. This is also a good option to learn a new language by knowing the actual accent.

127. Instructional Videos

This is one of the best options to learn in detail about the laboratory methods. Students can view these videos to learn about the stepwise procedures of experiments.

There are communities and some schools providing instructional videos for students to learn in detail about diverse subjects. Students can use it to learn how to draw a diagram easily or to solve a mathematical problem.

128. Literature Circles

In this approach, students can have access to rich conversations within a group. During the session, they can convey their opinions, forecast, and queries about a topic in a productive and structured way. This is a lighter way to teach heavy to read subjects such as language, arts, history, or advanced English which gives the benefit of shared reading.

129. Animated gesturing

This is an effective method for virtual tutoring, usually used in online teaching. Teaching avatars are used to give a speech or instruction on a subject. Teachers also use animated gestures when giving class seminars or presentations to make teaching more interactive.

They are designed to point, circle or underline key points at the time of teaching.

130. Shared reading: In this teaching session, students can have an interactive reading experience. They can share or join in the reading of a book or a presentation and they will be properly guided and assisted by a teacher. They can learn to reading fluently and expression with a structured assistance. Some hard to read or boring materials can be read with fun using this method. They also get exposure to different reading perspectives of their classmates.

131. Rewarding

This is a common method followed in elementary classes and sometimes, in higher classes to promote learning. It includes activities like rewarding the first person who finds the solution to a puzzle or who scores top in a test. This enhances a competitive mindset among students and a desire for more rewards.

132. One on one

Instead of teaching a group the teacher takes a personal class for each student. This approach proved good for giving special assistance to students with poor learning skills when taught in groups.

They are given special attention and personalized instructions to solve a problem or to approach a topic. Their strengths and weaknesses are dealt with more consistently.

133. Quick write

The students are asked to respond to an open-ended query or prompt given by the teacher in some 2–10 minutes.

This strategy can be used to build up writing fluency and to develop the habit of expression into a learning experience. Teachers also use it to informally assess student thinking.

134. Hand signals

This teaching approach utilizes the power of non-verbals to assess the understanding or thinking process of students. They are taught some hand signals to show their level of understanding when teaching a topic.

They are asked to react for ‘more explanation’, ‘need a break’, ‘not agree’ etc. with hand signals in the middle of discussion. The teacher stops his lecture on seeing this to respond for the student.

135. Playway

This is a common method of teaching in elementary classes to make the students engaged in learning with a little fun. The teacher takes into account the students’ interest in the topic and their aptitude when designing their play way method.

Games such as tag and hide-and-seek are integrated with the learning to make the class interesting to them. Games can be wisely chosen to enhance the students’ motor skills, imagination and creativity.

136. Music therapy

Incorporating music into teaching helps to have a lighter class environment for studying heavy subjects. This helps to change the mood of a student in a positive way.

When teaching tough topics, the teacher can take a break of 5 to 10 minutes to listen to some music. He/she can sing or play a device or ask students to sing together or one or two students who is good in singing.

137. Blended learning

This is a mix of teaching approaches to have comprehensive learning of a topic. In most cases, e-learning is integrated with traditional classroom methods and time is also allotted for self-learning thus helping students to get the benefits of all learning styles. This approach lets them to interact with other students, the instructor and the online content to get a wide exposure to a subject.

138. Harkness table

The students are seated in a large, oval-shaped configuration for open-ended teaching and learning. This more or less relates to a Socratic style of teaching.

For a given topic, they can discuss ideas in an open-minded and encouraging environment. This type of learning will have only occasional or minimal teacher intervention.

139. Kinesthetic teaching

This type of learning promotes the active participation of students. Instead of just listening to a lecture or seeing demonstrations, they are involved in physical activities.

This tactile learning style with a multi-sensory approach also involves touching the material to learn about it or being in close with an audio or video for instruction.

140. Journal Writing

Students can benefit from this type of learning to effectively respond to literature and gain writing fluency. This is an opportunity for them to freely generate ideas on a topic thus improving their writing skills and words of expression.

Teachers can then evaluate what their students have written and guided them in terms of punctuation, word usage, spelling, or grammar.

141. Kumon

In this varied approach, students can start learning from a comfortable starting point that is appropriate for them. Neither the age nor their grade level is taken into consideration. In this self learning style, they learn the subject by doing the worksheets on their own. These methods of teaching enhances their critical thinking skills and mindset to find out and explore new topics independently.

142. Codes to remember

Memorizing every element taught in the class is a real challenge for many students. Therefore, teachers give easy codes to remember the key areas of the subject, the order of a list, the sequence of events or more.

VIBGYOR which signifies the first letters of the 7 colors in the rainbow is a popular example. Similarly, teachers develop easily personalized codes to help the students to easily study the hard-to-remember topics.

143. Expeditionary Learning

This type of learning challenges students to take up active roles in their classrooms and think critically on topics of study. Students become masters of their own learning. This effective approach of learning by doing motivates them to have an urge for research or focus on new challenging topics.

144. Object-based learning

This refers to experiential and active learning; it is a mode of learning that student likes the most.

When they learn with hands-on learning techniques, it deepens their involvement with the subject matter. Moreover, their lateral thinking, analytical skills, and group work features are improved.

145. Inquiry-based learning

Instead of just going through simply established facts or knowledge and having an easy path to knowledge, this teaching approach involves active learning.

It begins by posing questions, puzzles, problems or scenarios and then, investigating to find solutions. The process is frequently assisted by a facilitator to give enough support and guidance.

146. Competitions

It is important to develop a competitive mindset among students to grow out successful in their careers and life. Healthy competition in classrooms and schools can help them out in this regard.

Teachers involve their syllabus topics as part of a competition to help the students to perform academically, as well. This includes elocution, essay writing, debates, etc.

147. Gallery walk

This is a discussion technique in learning in which students are allowed to be actively engaged in the classrooms. They can freely work and learn together in small groups. The activities involve sharing ideas, responding to momentous questions or tricky situations, preparing documents and charts and more.

148. Online Learning Tools

A number of learning tools are available online to help students to learn efficiently and productively in the minimal time frame. There are efficient tools designed to give shortcuts to students to easily study tough subjects.

Teachers also use quality teaching material available online to support students in advanced learning. There is also option for distance learning to help students staying in remote areas to experience the happiness of learning.

149. Self-learning

This is the best form of teaching in the present educational system. Instead of depending on a teacher for assistance, this form of learning helps students to grow up as independent learners.

Teachers and parents are the ones to promote this mindset in students in the preliminary classes itself. Rather than spoon-feeding the subjects, let them learn ways on their own to deal with a subject.

150) Task-based learning

The main aim of this approach to learning is task completion. In this approach, teachers set a relevant and interesting task for the students. They are expected to complete the task according to their pre-existing knowledge. This method helps them to acquire knowledge in different areas and increases thinking capacity.

151) Student-Centered Discussions

In this approach, the student is the center of learning. Make a group of five to six students and ask the question. Give adequate time for them to think and come up with an answer. It helps them to expand their imagination skills. Remember to come up with thought-provoking questions. Let them chances to dive deep into the content.

152) Making connections

One of the effective methods to help students learn easily is by making connections to their learning. Teachers can help them by making a connection with real-life incidents and people. This method can create a lasting impression in their minds.

The right teaching strategy makes a good classroom session. Some schools conduct polls amongst students to know the strategy they prefer for learning to make the whole process productive. The listed ones are only a few among the several methods in teaching. A good teacher always comes up with personalized methods to bring the best out of a learning session.



[takes1]

Hii!! Could you do a Bakugou gets horny while you’re cuddling?? Fem or gender neutral is totally fine w me! If not then thats okay, hope you have a great day :))

FUCK YES i love this i was literally just thinking about writing something like this today !! hope i interpreted this right! tysm for requesting :)

warnings. nsfw, scary grandpa sneeze, academic deadlines, some light grinding, groping, light scratching, friends with benefits, kissy-kissy, minors stay off my lawn!!

details. gn!reader, aged up kats, 1.5k words

scenario series. k. bakugou, hawks is next ;)

links. my ao3 / p.2 + more bakugou / requests open

11:30 p.m

You took what felt like your first real breath in hours and hit submit on your Powerpoint with 29 minutes to spare.

A strangled "Fuck," fell from your lips as you leaned almost too far back in your desk chair and waited for your eyes to adjust to everything that was not a computer screen.

Aizawa really needed to let up on those mixed-media projects. How the hell was knowing how to format part of the Hero-Course curriculum? Were villains going to quiz you on text files in the heat of a fight?

You reached for your phone and cringed at the many missed group texts of the class struggling as a whole to finish their projects, asking for help, sending mass prayers. Not feeling particularly saintly after your three-hour frenzy, you decided to knock the 52 notifications off of your lock screen and decided they'd have to suffer together.

As you were cleaning out more unnecessary notifications, one from 11:12 sent a small surge of panic through you. You missed a text from Bakugou.

KB: Can't sleep.

That was bullshit, of course, he could sleep. He slept more and better than anyone you knew. But as with most things he said, it was code for something he didn't want to say straight up.

It was difficult trying to be quiet when the door to his dorm needed about 37 gallons WD40-- you flinched with every screech it filled the room with and had to stop to catch your breath after you locked it.

A figure was stomach-down on his bed, clutching the pillow under his head like a vice so hard you couldn't be convinced he was actually sleeping. Unlike many nights that he so humbly requested your presence, this time he was without his tanktop.

Every inch of his room was actively working against you. The hardwood floor also tried its damndest to alert him of your presence as you resorted to a goofy, Grinch-like tiptoe towards his twin mattress, your shadow on the wall a simultaneously humbling thing to witness and one more flag to stir him.

Too bad he was already awake.

"About time," He spat, grumpy, but raised his arm to invite you into his bed.

The motion gave you a full view of his impressive build. You couldn't spare to think about it for long, though. You didn't want to make this weird.

"20 minutes was that bad, huh?"

To express his supreme frustration and play hard to get, he rolled his eyes and turned his back to you. It did not work. It was through his invitation that you were here, so all it succeeded in doing was make him seem like an even bigger softie.

Your friendship was hard to explain, and these weird undertones were even harder to justify. But the general rule was that a relationship wasn't beneficial to either of you right now with school, work, and social pressures. For now, late-night cuddles, poorly-timed and rushed make-outs, vague texts, loaded stares, and slightly too much touching during training were enough.

He wouldn't budge unless you gave in a tiny bit. So, you scooted closer, shoved your bottom arm around his tiny waist, and wrapped your top arm around his chest with a hand gripping his shoulder.

"I was doing homework, if you must know," Your lips brushed his ear briefly before you set your head on the pillow behind his, talking into his unruly hair, "Not everyone can go to bed at 9:00, like you, Star Student."

A small grunt. Rough palms slid up your softer arms and rested there with a quiet exhale.

Your hands automatically started scratching light circles on the space between his neck and shoulder, noting how his muscle slowly, hesitantly, loosened as he relaxed.

Bakugou smelled so sweet. His hair, his pillows, his skin, his room. It was a borderline aphrodisiac for you. And god, did it stick. After some suspicious stares and cryptic questions from Kirishima the one time you didn't shower after a cuddle session, you made sure to scrub extra hard, throw the clothes you wore in the hamper immediately, and overcompensate with lotions and perfumes to get the caramel scent off. Anything to avoid getting discovered.

You must've been more burnt-out than you thought because exhaustion was starting to lull you into premature sleep fast. Bakugou was too warm and comfortable; you briefly worried you might not wake up to get to your room in the morning before everyone else was roaming the halls.

Some part of your brain ruled that it didn't matter, this was far too perfect and you let yourself drift off.

"AAAAAAH-TCH!"

Startled out of your wits, you found yourself wide awake in an upright position, hands retracted to protect yourself from danger with a pitifully scared yelp.

Bakugou was sniffling underneath you, eyes barely open even after that heart-stopping sneeze.

"Nice, Bakugou," You muttered with a bite.

Defensive of his devastating volume, he scoffed, "I sneezed! What, I'm not allowed to sneeze?"

There was no telling how late it was now, and you had class in the morning. You flumped back down, defeated but still bitter, with your hands wrapped around yourself this time.

You yawned, "Gonna wake up the whole damn building..."

"Shut up," He barked, head turned expectedly to your huddled form, expecting snuggles. When they were not provided, he huffed in an even harsher tone, "Come here."

Tired, you were too fed up to dance around him like usual --funny how a sneeze could do that-- and ignored him. If his allergies were the reason you flunk your presentation of that Powerpoint tomorrow morning, he will never hear the end of it.

He turned over. Bakugou did not like that, because Bakugou was the only person who was allowed to be difficult.

He sucked his teeth at you, pulled you into his chest forcefully, and kicked a heavy leg over your hips, head resting on top of yours as you were given no other choice than to be squished or wrap your arms around him. It was impossible to be grumpy when he was so unique and intense in his affection. You pressed your head into the soft muscle of his pec and gave a content sigh through your nose.

With so much surface area to touch, you enjoyed running your nails freely over the width of his upper back. He was so well-built. It made you think of how much of a shame his attitude was because he'd have so many options as arguably the hottest guy in 1-A.

Your palm ran over the warm lines you created in his skin and dove to his mid-back, where you could better feel his muscle anticipate your feather-light touches. The strong arms around you adjusted to tighten and his tummy flexed.

"Sorry," You mumbled, mistakenly thinking that he was uncomfortable and wanted you to stop.

Before you could take your hands any remarkable distance away, though, there was a budding pressure against your front that made your heart drop in confused arousal.

Maybe it was naive to be so surprised by it, but Bakugou, in all the times you cuddled, never got noticeably hard. The both of you were typically careful to not touch hips, really. Now you were awake.

You continued your scratching and gentle massage against his lower back. The heartbeat in your ear and on your hips was fast enough to convince you he didn't plan on going to sleep anytime soon. You wondered if he could feel yours, too, and grew nervous at the idea. Would this...change things?

There was little time to roll this idea over in your head, because he suddenly decided he was tired of this position and muttered against your hair, "Turn around."

The space between your legs was on fire. You wanted to look at his face, but before you knew it, you were nestled deep into him and his leg was thrown over your hips again.

To test it, you pushed back into him and received a strong, suffocating squeeze in return as he shifted half of his weight forward through his arm and hips, practically crushing you. He cleared his throat and wrapped an arm around your waist, the other toying with your hair. No mistake, he knew what he was doing.

He moved on quickly to cup your face, rubbing your cheek with the hard pad of his thumb, and huffed, amused, at how flustered you were. A big, messy kiss on your exposed neck made you swallow a sigh.

"Bakugou--"

"Katsuki," He corrected.

That made this exponentially harder.

"We have class in the morning," You whispered, torn between your desire to sleep and desire to continue whatever this was.

He only hummed against your ear, unfazed by this fact. His top hand lowered to your side and sent your tummy in a buzzing frenzy to resist his temptations. He chose to do this on a Thursday night? The presentation was worth 20% of your final grade.

But his cock felt so good through your shorts, and his hand was prying open your legs to feel how hot you were for him. Your fingers clawed on his bicep, but they didn't try to stop him. You could hear the shit-eating grin in his voice between the noisy sucking, "Mm, I can be quick."

[fairysteve]

What was private school like? I'm assuming you don't have a basis to compare to a public school (and those vary drastically depending on where you're at in the world/country/state/or even within the same city) but maybe you do have thay comparison.

Just curious maybe even to what kind of classes were offered? A school is a school but there has to be something to set a private school in a different category or why would they exist.

💙

I got insecure and googled it, and according to wikipedia a more accurate name is charter school as tuition was free. The admittance is on a first-come, first-served basis.

But it was still different from public school, which I did go to. I started charter school in 6th grade and then went to a public high school afterwards.

My specific charter school is called Kunskapsskolan (knowledge school) and surprisingly, out of 80 schools, only 36 are in Sweden. (Apparently, they have schools in the UK, USA, the Netherlands, India, and Saudi Arabia. Although Wikipedia uses the word sponsored for them so they might not operate the same?)

Anyway.

It was a very individual learning plan; the subjects were split into steps and courses. You had a step goal for the step subjects since that was completely under the student's control, and then a grade goal for the rest as the course classes had group projects, while music, art, and phys ed were weekly classes.

The classes in another province were home ec, wood shop, textile shop/sewing, and engineering. Engineering tended to be part of the courses. I only chose sewing once, and that was the time I didn't go lol

For those classes, you had two classes each day; one subject before lunch and one after.

The rest of the year, you planned your schedule each morning in a logbook and then your homeroom teacher had to sign off on it.

For the step subjects (swedish, english, modern language, math), there were workshops hosted by teachers if you wanted to be able to ask for help. Otherwise, there were computers or group rooms that you could use to study on your own or with classmates.

For the course subjects, there were obligatory lectures and seminars.

Every fifth step, you had to show your work to a teacher, and there were certain things you had to do in class, so planning your schedule was important.

Of course, this whole step system meant that you could skip school very easily. You just had to be back for homeroom at the end of the day, and not miss any obligatory stuff. I took some very long lunch breaks and afternoon breaks.

And it was very easy to use the computers for other things. I wrote a lot of fanfiction for a certain magic school fandom, made games using powerpoint, and went on forums. I also wrote a lot of poetry during this time.

There was also one year that I had a lot going on and just fully skipped phys ed, but never got told off, and I also got a passing grade. (This coincided with the year that one of the math/science teachers was also teaching phys ed, at least for my class.)

Oh, and my homeroom teacher married the music teacher. The above-mentioned year, she was on parental leave. My class and the music teacher's class got to see their home in 9th grade. They had made a quiz where each answer was a student; I was the answer for a question about Alice in Wonderland.

(Each grade had 4 classes, I was in class 2 and the music teacher was responsible for class 4. The labeling was grade-class so I was in 6-2, 7-2, 8-2 and 9-2.)

Other fun facts to throw in is that the school used to be a mental hospital. There was a locked building on the grounds full of old hospital beds and stuff, but the windows were blocked so you couldn't really see in. I had a friend in the grade above that was a medium and said the school was haunted.

My class had a sleepover at the school in ninth grade, as our fun graduation thing.

Oh, and there was a yearly, student written musical. I never ended up being brave enough to participate but they were fun to watch!

[atplblog]

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[universeofmuses]

//forgot to post the next chapter last night. Here you go :)

A/N: I do not own the characters, concepts, and so on, this is my first try so please play nice kids. Enjoy.

Sunday was a pretty uneventful day as the four teens were physically dragging trough the day because of the lack of sleep, trying to study for the quiz that their teacher was preparing for them. Even Dr. O was having a hard time concentrating on writing the quiz as his attention was very clearly divided between his work, his dream, and the clear fatigue that has been with him since he heard 'the voice' and began working on the main computer in his basement/command center.

As the day wore on it became clear to Dr. O that there was no disturbance in the morphing grid nor anywhere else, so with the information that was generated from the computer he let out a sigh of relief and chalked up the dream and unshakeable feeling like a large battle was coming to just working too hard at school and being a ranger teammate/mentor to his students. Having felt at ease Dr. O finished up on the quiz he was going to give to his class tomorrow and decided to go to bed early, meanwhile his four ranger teammates where busy cramming worried about the impending quiz thanks to Kira's playful mood with Dr. O as she helped him out the previous day.

(Monday Morning, Reefside High)

As the students of Reefside high where in class chatting away unknowingly that their teacher was about to surprise them with a quiz, while the four rangers furiously flipped through pages of their science book for the quiz,

"Ok everyone lets take our seats, we're going to start out this week with a pop quiz." Dr. O announced as the whole class let out an anxious groan,

"So lets clear off the desks and get started." Dr. O commanded,

As the students complied Dr. O started to hand out the quizzes, Conner was clearly struggling to get through the quiz but Ethan, Trent, and Kira were getting though a little bit better than Conner was. Ten minuets later Dr. O called for the quiz, as he picked up the last stack of quizzes he began his lecture.

"Ok, who can tell me when the Triassic period started?"

The rest of the class went routinely enough until the bell rang signaling the end of class,

"Ok class that enough for today but don't forget to read chapter 9 and answer the questions on page 91 for next class." Dr. O said as the students gathered up their things to leave. The rest of the day went pretty uneventful until after school,

"Dr. Oliver, I need to have a word with you." Said principal Randall,

"Uh, sure what on your mind principal Randall?" came Dr. O's replied as he stopped gathering up his things to call it a day.

"I've heard that you have quite the collection of artifacts, could I see them?" Randall asked with a hopeful tone to her voice,

"Um, I don't know-"Dr. O started,

"Please Dr. Oliver, I would love to know what you have hidden away in your private collection." She said,

"Well, ok you can follow me to my house." Dr. O finally said giving in to his boss' request,

"Great I cant wait" she said with a mischievous grin on her face as they walked out of the room and turned the corner, at the moment they turned the corner the woman from the gym had turned the opposite corner looking very nervous about meeting Dr. Oliver. When she reached the science lab and tried to turn the handle, she couldn't because it was locked, she then look around though the window in the door and noticed that it was empty meaning that she had just missed him.

"Damm it, looks like I just missed him I'll have to try his house." She said out loud.

(Dr. Oliver's residence, outskirts of Reefside)

"And this piece I found on my doctoral internship with Anton Mercer." Dr. O said as he held up a little rock with a tiny fossilized fish in it,

"What's in here?" Randall asked as she lifted the lid of a miniature Ark of the Convent to reveal the thought lost Dragon Power Coin,

"Don't lift it." Dr. O said as he slammed the lid back down on the box,

"Whoa, what did I do?" she asked backing away with her hands up,

"Nothing it's just some of these artifacts are sensitive to the air." Dr. O said as a cover as to why he had freaked out when Randall opened the box that contained his old power coin.

"Oh sorry, I didn't know." Randall apologized,

"Its ok, you couldn't have known." He said, when all of a sudden he noticed a Tyrano-drone lurking outside though the window,

"Oh my god" Dr. O said as he tried to sound surprised,

"What? What's wrong?" she asked as she noticed the worried expression on Dr. O's face,

"Its those things that have been attacking the city." Dr. O explained,

"We got to get away." Randall said worried,

"Yeah I'll hold them off while you get to safety." He said as his strength returned,

"Are you going to be ok?" she asked,

"Yeah when I was younger I use to compete in marshal arts competitions all the time, it's like riding a bike." He said,

"Even so, you're not a young teenager anymore." Randall said, he then looked at her with a look of anger and thought,

"Why is my age such a big deal to everyone, I mean I'm not that old."

"Now go." He said as he ran out the door to take out the Tyrano-drones in his front yard, but there was a lot more there then he had though. He thought about morphing but decided he couldn't risk Randall finding out about his 'extracurricular activities' so he had no choice but fight them with out his powers. For every one drone he took town two more would take its place, it was becoming too much for him as the large group was beginning to surround him. Then he saw something that reassured him that it was not as bad as it looked, a white and black streak ran through the drones and cased sparks to fly as it ran by them, when the streak was no longer visible the white dino-thunder ranger was visible kneeling down with the phased Tyrano-drones behind him as the drones slowly fell down around Dr. O,

"Wow, that was amazing thank you helping me White Ranger." Dr. O said as he quickly approached the ranger to make sure he wouldn't spill the beans on their secret,

"What are you talking about-" Trent asked,

"Principal Randall was here when they attacked and I don't know if she is still here." Dr. O explained in a hushed volume so only Trent could hear,

"What are you talking about, no one is here besides you, me, and the scraps of the drones." Trent responded,

"Oh, then she must have gotten to safety then." Dr. O said,

"POWER DOWN!" Trent called out to demorph just as a pink Pontiac Firebird drove up and the one person that Dr. Oliver never expected to see got out of the car.

(Conner's car)

Conner sat in his car on his way home from a long day at school, but he couldn't shake the image of Kira laying lifeless in a dark room with a blue tube in front of her. It was a feeling of helplessness, like something big was about to go down and there was nothing that anyone could do to stop it; like the events in his dream was inevitable. When he got home he got out of his car and went inside and went straight for his room to continue his line of thought until, he stepped on a small bag of half eaten cheetos. As he sat down at his desk with his backpack and got out his math book to start on his homework when he looked up and saw a picture of him and the others on the team, he himself was behind Kira hugging her waist as they both smiled with a warm glow. At that he felt something inside of him grow,

"I have to make sure that dream never comes to pass, I need to fight harder to make sure that no one on this team get hurt; even if it means that I have to make the ultimate sacrifice." Conner said sounding like a true blue red ranger, but deep down inside he had to admit to himself that he was crazy for Kira.

(Kira's room)

Kira was working to keep her concentration on her book report for her English class, when she suddenly stopped and threw her pencil down on the paper and leaned back in her chair to try and clear her head. The dream she had about Conner dieing at the hands of some freaky monkey was too much for her to bear, she was going crazy trying to figure out what her dream meant but then she had an idea of who to ask,

"Hey mom, I'm going to Hayley's for a while" Kira called out to her mother,

"Ok honey just be back in time for dinner, its taco night." Mrs. Ford replied,

Kira needed to talk to someone knowledgeable to get their take on her dream, and make sure she wasn't losing it.

(Mysterious Island Lair)

Elsa returned to the lab on the hidden fortress through an invisa-portal with a rather triumphant grin on her face,

"What are you so happy about?" asked Zeltrax with a clearly jealous tone in his voice,

"Well I so happy because I got the power source that we need for the plan." Elsa replied very smugly as she held up the Dragon Power Coin!

"Elsa, good work recovering the power source needed to power the weapon of the rangers final destruction." Mesogog hissed in approval,

"Thank you my lord, just allow me to make the following changes to the machine to allow it to draw power from the power coin." Elsa replied,

"How long do you need Elsa?" Mesogog asked,

"It should be ready by this time tomorrow." Elsa replied with a look of fear that her answer would set off her master,

"Please proceed, Elsa and alert me when you are done. Oh and Zeltrax help Elsa with anything she may need." Mesogog commanded as his henchmen scurried of to their respective tasks.

(Outside Dr. O's house)

"Hey Tommy, I guess you just cant leave this behind huh?" asked the woman,

"Dr. O, you ok? Who is she?" asked Trent trying to snap his mentor out of his haze,

"Yeah . . . I guess I cant. Trent this is Kimberly Hart the first Pink Ranger and my First Love." Dr. O replied as he fainted.