#class 7 computer quiz

[rashmislearningplanet]

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

[covenofagatha]

The Psychology of Love (Part 7)

The Bar

Your date with Morgan leads to an unexpected confession

Word count: 5.3k

Warnings: brief smut, fingering

A/N: I'll just go ahead and apologize for the cliffhanger 😅

The bar seems pretty crowded already, despite it not even being that late. There’s a line to get in that stretches around the building, ending right before a small alley. You and Morgan get in line behind a couple who is being very handsy and you and Morgan share a knowing look. 

“I know I can’t say much considering how we first met,” she mutters and you snort at the memory of her fucking you in the hallway of a sorority house, “but this is just out in the open.” 

“At least save it for a corner inside,” you agree and Morgan laughs. “How was your quiz yesterday?” 

She looks touched that you remembered. “It wasn’t bad! I think I probably got a B at least. There were like two questions that I genuinely had no clue on. The professor definitely didn’t say anything about them. Although, there was one girl who walked out crying so I think I definitely did better than her.” 

You grin. “As long as you weren’t the worst one. I can’t say I’ve ever seen someone leave an exam in tears.” Not yet, anyway. You think Agatha’s tests might put a few of your classmates over the edge, if those reviews hold any truth at all. 

Morgan waves her hand dramatically. “I’ve seen it a few times. Especially in the stats classes I’ve taken.” 

“Oh, god, yes,” you groan, your body shuddering. “I hate statistics with a passion. I’d rather do straight up calculus.” 

“I wouldn’t go that far,” she giggles, “but yes, I agree. Certainly a few tears after that class. A few of them were mine.” 

It’s easy to talk to her, a lot easier than you thought it would be. You wish, not for the first time, that you could just be into her. It would certainly save you a lot of trouble. And overthinking. 

“How was the presentation thing you had last night?” Morgan asks and the question almost knocks you off your central axis. 

You’re a good girl. 

Not much else had been on your mind since Agatha said that to you. She had to know what she was doing by calling you that, she had to. And there was the unspoken promise of waiting a few months for her.

You could. You can. 

No matter how hard it might be. 

“It was interesting,” you answer, trying to think of details from the actual speaker but all you can remember is how the wine on Agatha’s breath smelled, the way she looked at you, the way her pinkie grazed against yours in the car. 

Morgan is talking about the little psychology she knows from the general class everyone had to take in their first year, but all you can focus on is the heat spreading from your cheeks down your neck to your stomach. 

The second you had gotten back to your dorm last night, you’d done some googling. Wanda had lifted herself on her elbows to watch you as you typed quickly, bent over your computer, but you’d ignored her as you searched Westview student-professor relationship rules. 

The first link was to the Westview University policies and you clicked on it. Scanning the pages, you let out a sigh of relief. 

Faculty shall not have amorous relationships with students who are in their classes, or when academic work is supervised by a faculty member over a student, or when a faculty member has or is likely to have academic responsibility over a student.

When you’re out of her class, it would be fine. 

But if you have her for grad school, it could get into a gray area, and you’re not sure if that applies to being a research assistant for her either. 

You next checked the syllabus for her class. The final exam was on the first Friday of December. Thank god the semester is done early. What will happen after you turn it in and you’re no longer her student? 

The fantasy of her taking you out to dinner after implants itself in your mind. Her approving smile as she toasts you with another glass of wine. Maybe her foot resting against your shin because she loves to tease. 

And after, she’d take you to her car and press you against the outside of it. Whisper about how she’s been wanting to do this for the longest time and how you’ve been so good waiting for her. 

You’re a good girl. 

The line grows shorter and you’re almost to the entrance. Morgan is still talking about psychology and you try to tune back in. 

“—and I was thinking maybe I could double major in psychology, you know? Like, maybe it’d be helpful with political science. Especially if I wanted to go on and be a lawyer. But even for just being able to relate to the constituents when I run for office.” 

You hum. “I could see that being helpful.” 

She shrugs like it’s a toss-up. “But I decided to minor in communications. My advisor—and my dad—said it’s a good combination.” 

The line keeps moving and you pry off your phone case to grab your ID. You didn’t want to have to carry a wallet around so you stuck that and your credit card behind your case. Morgan’s pants have pockets, unlike your skirt, and while you could’ve asked her to hold your wallet, this seemed effective as well. 

The bouncer waves you both in and you step into the bar. Alfie’s just opened about a month ago and it’s clearly the place to be, even on a Wednesday night. 

It’s a neat place, you think. Very 1970s, as the theme of the bar is stated. The entire room is encased in a fluorescent orange light, reflected by a mirror-ball spinning on the ceiling, there’s a DJ booth in a corner with a record player on the table and vinyls hung on the walls all around him, the bar itself is in the middle of the room, shaped like a rectangle, with green marble countertops and stools. There’s bottles of alcohol on a shelf jutting from the load-bearing wall that connects the ends of the bar and cool glass panes run from the floor to the ceiling on it. Old music that you know from driving in your dad’s car with him pumps over the speakers. 

The main room flows into a smaller one, where there's already people in line for the bathrooms and then there’s a section with disco floor tiles and couches around it. Only a few people are on the floor but they look like they’re having the time of their life. 

“This is a cool place!” you yell to Morgan, who has to lean in to hear you over the song and the busy chatter. “Do you want a drink?” 

She looks over to the bar top, which is packed like sardines in a can. “I’ll go find us a table while you get us something? I’ll just have one of whatever you get.” 

You nod and try to push yourself between two people. You spot some people who look to be your age on the adjacent side also trying to flag the bartender down and you think you might be here awhile. 

A lone menu is laying on the counter about a foot away from you and you’re able to slide it over easily with the smooth marble. You hold it up and then away from your body, trying to make out the words in the bright light. They have cocktails, martinis, hard liquor, and wine. Chewing on your lip, you read the cocktail list a few times, trying to discern which would taste the best and which one Morgan would also like. 

Fingertips drums on the counter in front of you and you look up to see the bartender standing in front of you. She has long red hair and a tattoo of a snake on her neck that runs down into her black tank top. “Do you know what you want, love?” 

You take one last look at the menu. “Can I get two Pink Ladies?” Gin, lemon, grenadine, and orange bitters. Sounds like a good combination, at least better than some of the others. 

She nods and turns away to start to make them. 

“Fancy seeing you here,” a low voice drawls in your ear and the air around you fills with a familiar scent. 

“Professor,” you chuckle, tilting your body to let her slide up next to you. Agatha smirks. You can’t stop your eyes from wandering and taking in her outfit and your jaw goes slack. 

She’s wearing a black dress that falls down to just below her knees, high collar, and the long-sleeves are mesh and see-through. It’s tight, hugging her curves in all the right ways. Her hair is pulled back in a low pony-tail, her shorter strands hanging loose. Different earrings from last night hang from her earlobes but they match the rings on her fingers. Her lips are painted red and you try to not stare at them. Her heels are open-toed and you can see the maroon nail polish on her toes, complementing the same shade on her fingers. 

It’s a far cry from the casual blazer over the t-shirt and pants she was wearing in class earlier. You started learning about the Biological approach and it was definitely not as exciting as the Trait approach. It felt weird just strolling into the room after last night, just having to act like nothing happened. 

But there’s the same classic twinkle gleams in her icy-blue eyes as she looks at you now.

It feels like the atmosphere between you two has changed since last night—it's almost become more level. Like she’s no longer holding all the cards. 

“Drinking on a school night?” she asks in the husky voice that makes you shiver. 

The corner of your mouth quirks up. “Didn’t seem to bother you last night.” 

Agatha’s brows raise at your retort before tossing her head back with a laugh. “Well, that’s because I was there to keep you in check. You know, make sure there weren’t any bad decisions being made.” 

If you had taken a chance and kissed her, would that have been a bad decision? Not that you ever would, unless she fully gave you permission, but you still wonder. 

“Well, you’re also here on a school night,” you point out and your breath catches when Agatha slides the menu out from under your fingertips, her knuckle brushing against yours. 

The bartender puts down two circular glasses with a liquid the color of watermelon pink and a lot of ice. She picks out two straws from the container and slides them into the drinks. You hand over your credit card. 

“Do you want to start a tab?” she asks and you sneak a peek over to Agatha before shaking your head. The bartender takes your card and goes to charge it as you pick up your drink and enclose your lips over the straw. 

Your professor watches intently as you take your first sip and flavor explodes on your tongue. It’s fruity and a bit sour but there’s only a hint of alcohol that you can taste. It’s not bad. 

Agatha taps the menu. “Which one did you get?” 

“The Pink Lady.” She hums and reads the description and you take a chance. You hold your drink out to her. “Want to try?”

She smiles slyly and leans over, lips sucking on the straw. Your mouth goes dry. She pulls back and hums, her tongue darting out to lick her lips. “Pretty good,” she decides while you stare at her. 

The bartender comes back with your card and jolts you out of your stupor. She looks at Agatha, who orders a whiskey soda. 

“Where’s your plus one?” Agatha asks, nodding to Morgan’s drink. “If those are both for you, I think I’d have to report you.” 

You snort at her teasing tone and scan the crowd for any sign of your date. “She’s around here somewhere.” You think you see a flash of dark hair from somewhere in the corner. 

When you turn back to Agatha, you see that her teeth are slightly gritted, but other than that, she’s the picture of composure. 

She doesn’t say anything, so you take a long sip, feeling the alcohol course through your veins, before you ask, “So, uh, what are you doing here?”

“A couple other professors and I thought we’d check this place out,” Agatha says, pointing behind you. You turn to see two men and a woman lift their hands in greetings. You recognize the other woman and one of the men from previous classes. “We do have lives outside of the university, you know.” 

“Oh, yeah?” You smirk and her eyes light up. “You’re not just in bed by eight o���clock in pajamas, reading the newspaper or something?” 

Agatha scoffs. “How old do you think I am?” 

You lean in closer, unable to stop from laughing, and motion around to the bar. “I mean, you were alive in the seventies, weren’t you?” 

Her mouth drops open in mock offense and you take your straw between your teeth, smiling at her from around it. She shakes her head like you’re really going to get it, and then warns, “You better be careful.” 

“Or what?” you challenge and the air changes. 

Instead of being playful, it becomes charged. Agatha’s eyes lock onto yours and the bar fades away—it’s just the two of you again. She bites her lip and you chew on the straw, both of you afraid to break the moment. 

Agatha takes a step toward you, one of her hands coming up to ghost over your cheek, and you don’t move a muscle. Her eyes dart over to look behind you and you’re suddenly very aware of the fact that three of her colleagues and your date are somewhere in this very room. At least she can check on her colleagues and make sure they’re not watching.

But it’s like the switch goes off in her head and she backs away. You immediately miss her warmth. She regards you, trying to figure out a comeback, but there’s nothing. 

“Here’s your whiskey, ma’am,” the bartender says, putting down a glass of dark liquid down before Agatha. “Do you want to start a tab?”

“Oh, no, I’m okay,” she says and pulls out her card. She takes a long sip and you stare at the liquid that beads on her lips when she puts the glass down and looks at you. “I’d offer you a sip but I’m not sure you could handle it.” 

Whiskey has never been your thing; it’s got way too strong of a taste, but you’ll be damned if you let her be right. And maybe you want to show her that you can handle more than she thinks. 

So you steal the glass from her hand, brushing your fingers against hers, and take a swig. Immediately, you want to spit it out but you swallow the whole thing and chase it with a gulp of your cocktail. 

Agatha looks impressed when you hand her back the glass. “Good girl,” she murmurs and a flush of heat tears through you. The bartender comes back with her check and your professor signs it without even looking down. 

She straightens up, holding her glass with her pinkie at the bottom and thumb tracing a line on the rim, and you know that she’s about to leave you. 

“For the record,” she starts and you watch her expectantly, “if I’m in bed by eight, I’m certainly not reading the newspaper.”

“Oh?” you rasp, a tingling in your veins. “What are you doing, then?” 

Agatha smirks knowingly. “Enjoy your night, hon.” 

She breezes past you, leaving you in a cloud of her perfume, the only real indication that she was there.

You pick up both drinks and glide through the crowd to find Morgan standing at a table tucked against the wall on her phone. She looks up when you put down her glass. 

“God, that took you forever,” she remarks, taking a long sip. She sighs happily. “This really is a busy place.” 

“Yeah, the bartender kept skipping me,” you lie, thinking it’s better not to tell her that the professor you have a massive crush on was holding you up. You can see Agatha through the people standing in the middle of the floor. She’s deep in conversation with the other professors, but every now and then, she’ll look over and you’ll make eye contact. 

Each time it happens, you feel a jolt run down your spine. 

Morgan peers at someone behind you. “I think that kid’s in my class,” she says, pointing. You turn and it’s a group of boys. You think you’ve seen some of them around campus. 

“Do you want to go say hi?” you ask, not sure if that’s what she’s hinting at. 

She shrugs. “I’d rather dance.” 

“Oh—well, that can be arranged,” you say with a grin and you grab her hand and lead her to the dancefloor. A song that you don’t know is playing so you and Morgan just sway to the beat while still working on your drinks. 

Out of your periphery, you can see Agatha now openly staring at you. 

Emboldened, and maybe feeling the gin a little, you wrap a hand around Morgan’s lower back and pull her against you. She lets out a little noise but puts her free hand over your shoulder. The music picks up, the beat thumping in your veins, and you and Morgan start moving against each other. 

It’s a bit harder with the drinks in your hands and you’re careful not to spill them on each other as you start to grind on one another. It’s not really the right music for sensual dancing, but you two lose yourself in it. Your movements are over-exaggerated because you can feel Agatha’s eyes on you. 

Your hand intertwines in Morgan’s hair, your forehead resting against hers, and she leans down to take a sip of your own drink. It’s intimate and Agatha scowls. 

Morgan pulls back and spins around and you untangle your fingers from her hair and wrap that arm around her stomach. She rubs herself against you and you shoot Agatha a scandalizing wink, the ability to think twice about anything eluding you. 

Agatha swallows the rest of her whiskey in one gulp. 

Morgan turns back to you and you know what she’s going to do before she does it. 

Her lips meet yours in an open-mouth, sloppy kiss because you’re both a little tipsy now. You hardly feel anything, hardly notice anything except for the buzzing in your head and the heavy weight of Agatha’s glare. 

Agatha—

You break the kiss, strands of saliva still connecting you to Morgan, and look over to where you know your professor is. 

Just in time to see her slam her glass on the table, say something to her colleagues, and storm out of the bar. 

Fuck. 

“I have to go to the bathroom,” you tell Morgan, who nods and lets you go. You drop your glass on a random table, ignoring the calls of the people sitting there, and chase after her. You shoulder open the exit door and barely even feel the pain shooting through your arm. 

The line outside the bar has dwindled to about five people now and in the distance, you see Agatha. She turns the corner into the little alleyway that you and Morgan were standing by earlier and when you skid to a stop in front of it, Agatha is standing a few yards in front of you, back facing you, arms crossed over her chest. 

She’s waiting, like she knew you’d come after her. 

You clear your throat and take a step closer. “Are you okay?” You’re not sure what to expect—maybe a declaration of how she feels or maybe she was just feeling sick or overwhelmed—but when she turns around, she looks mad. 

Fire burns in her eyes and you feel cold fear dripping in your blood. 

“You’re not being very subtle,” she snarls, advancing toward you, but you stand your ground. Whatever you were expecting, or hoping for, was not this. You didn’t think she would be angry. 

“What are you talking about?” you ask, bewildered. 

Agatha scoffs, her face contorting into something wicked. She is a completely different person than when she came up to you at the bar but there’s something hot about her like this. You get it now—she’s jealous. 

You like when she’s jealous.  

“Parading around with someone who looks just like me? Dancing like that?” It strikes a nerve, she sees it in your eyes. She smirks. “Tell me that’s not what you’re doing.” 

“It’s not,” you say, but your voice wavers. 

She steps closer—close enough for you to smell the alcohol on her breath. It’s dark and heavy. Her perfume clouds your senses and your judgment, like it always does. 

Agatha leans in, her face right against your ear and if you turned your head even an inch to the side, your lips would touch hers.

But you can’t move. 

“Are you sure?” She draws out the sure, making it nothing more than a low hiss, and you fight the urge to shudder. 

Agatha pulls back and flicks your chin up with two fingers, a stretched grin making her look mean. You shake your head, refusing to meet her eyes because you’re not sure you’ll be able to stop yourself from doing something that you can’t. 

“You said we had to wait—” 

“Don’t,” she snaps, holding up her hand. She pinches the bridge of her nose and shakes her head, eyes closing. 

What is going on? Why is she doing this?

“Professor,” you breathe, you implore. “Agatha.” 

It’s the first time you’ve ever said her name. 

It’s a break in the facade you two have been keeping up. The facade that she’s just your professor and you’re just her student. 

There’s no way you can go on pretending that anymore. 

Agatha drops her hand and looks at you, something dangerous and new written on her face. Her eyes are dark and they make a chill run through you when she claims you with them. 

“Tell me you think about me when you’re with her,” she urges, demands, and you’re almost afraid to venture into this otherwise unknown territory. 

What happens if you say yes? 

“You made that pointed comment about transference outside the pizza place that night,” you rasp. The unspoken words of you already know are brimming beneath the surface—who will uncover them first? 

Agatha remains determined and clucks her tongue. “I want to hear you say it.”

You chance a glance down at her mouth and her tongue peeks out to lick her lips. If you say yes, will she give you what you want? 

What you both want? 

Your heart is pounding louder than it ever has before, so loud you can barely hear yourself whisper, “Yes.” 

She finally looks satisfied. Agatha smugly nods to herself in victory, composure settling back over her face, and turns on her heel. Her hair flips over her shoulder, almost hitting you in the process. 

You watch her stroll away from you—should you call after her? beg her to stay?—and down the entire length of the sidewalk until she vanishes around the building. You stand by yourself for what feels like hours, just dumbfounded, until finally going back inside in a trance-like manner. Disappointment is cutting a hole into your stomach—you were so close to something. 

But then Agatha just walked away from you. 

And she knows now that you like her. That you want her. That you imagine you’re with her when you're with Morgan. 

She seemed only too delighted in that fact. 

The gleam in her eyes, the way she made you say it, like she needed to hear it. Like she didn’t already know how crazy she was driving you, or maybe she just wanted the satisfaction of confirming it.

But you got to her too, no matter how much she pretends to be in control. She was the one who got jealous and stormed out when you were dancing with Morgan. 

Morgan, who didn’t even notice you were gone. You find her now talking to the boy she pointed out earlier about their shared class and she barely looks up when you sidle next to her. Your body is on fire, your breathing is ragged, and there’s a throbbing between your legs that is consuming you. 

“Are you ready to go?” you whisper in her ear and she glances at you for a mere second. “Maybe we could go back to your place? 

At the suggestion in your tone, she perks up. “Ryan, I’ll see you tomorrow?” she says to the boy and he nods, looking a little dejected. 

You order an Uber as you’re pulling her out of the bar by the hand and it’s parked out front of the bar in a matter of minutes. You look around one last time for any sign of your professor, but she is gone. Did she text the teachers she was with that she had to run? Or did she just up and leave with no warning, just because of you? 

It was risky for her to appear so bothered, but it only makes the pulsing of your clit worse to know that she didn’t care. 

The drive back to Morgan’s apartment is only about twenty minutes, and it’s twenty minutes of you squirming in your seat and Morgan giving you a look every now and then. 

“You okay?” she finally asks quietly. The driver turns his head slightly to the side so he can make sure to hear your answer over the softly playing music. 

You nod. “Yeah, just excited to get back.” 

When the car pulls up in front of her dorm building, you throw the door open and get out, barely remembering to thank the driver. You’ll give him five stars later. Morgan struts to the lobby door, key fob in hand. 

She had been waiting outside when you picked her up earlier, so you linger behind her while she shoves open the door to the stairs. You take two-at-a-time to the third floor and she walks down the long carpeted hallway to the door at the end. 

“Are your roommates home?” you ask, voice cracking. 

Morgan slides her key into the lock. “Even if they are, we can just go to my room. This is one of the four-fours.” Four bedrooms and four bathrooms. God, how nice that must be. While you love sharing a room with Wanda, you do wish you had more space a lot of the time. 

Especially some private space. And your own bathroom? 

“You’re living the life,” you say in awe and Morgan huffs out a chuckle. 

The door opens into darkness, the only light coming from the moon in the window, and you carefully follow her to the second bedroom on the left. 

She flicks on the light and closes her bedroom door and you take it in. She has a full-sized bed with a mossy green duvet and white pillows, a leafy plant in a translucent purple vase on the nightstand, fairy lights and artificial vines hanging from the walls. You kick off your shoes and feel the soft, plush rug under your feet as you step over to look at the pictures on her walls. There’s a lot of her and her dad, her in town hall meetings, her with friends. 

“This is a really nice room,” you breathe. What does Agatha’s room look like? You’re picturing something modern, something upscale. Definitely a lot of psychology books. 

Morgan’s hands slide on your hips and you turn around to face her. Her eyes look more green than blue with her eyeliner. You hadn’t noticed that earlier. Her hair is mussed up from dancing at the bar, effortlessly pretty. You cup her cheeks and she smiles, pink lips contrasting with her perfect white teeth.

You pull her to you, mouths meeting in the middle, and you can taste the fruity drink you both had earlier. It’s a soft kiss at first, just tentative brushes against each other, but then you inhale through your nose and smell her perfume. 

It’s suddenly Agatha that you’re kissing and one of your hands trails down to her lower back to press her closer against you. The coffee and vanilla and spice—the scent seems darker, almost—swirls around your head and you moan. 

Tell me you think about me when you’re with her. 

She pushes up your shirt and you gasp at her fingertips on your bare skin. Heat seeps through to your stomach and you grip her closer. Her tongue languidly moves against yours, a stark contrast to the urgency pooling inside you. 

How much more of this can you take? 

You reach down and tear off your shirt and then hers, your lips immediately dropping down to nip at her collarbone. You feel her chest flare under your mouth and a thrill runs through you. 

Tell me that’s not what you’re doing.

Everything is happening so fast. Her scent and taste overwhelms you and you breathe hotly against her pale skin. Her fingers creep up your back and unclasp your bra. She glides it down your arms while you now suck at her cleavage and she gasps. 

You’re pulled up by your hair, her lips clash against yours, and you lose yourself in the kiss with your eyes still closed. 

Fingers play with the hem of your skirt and when her skin brushes against your lower stomach, there’s a tug from behind your navel to your cunt. Your hands push down her bra over her breasts and cup them, thumbs rolling her nipple. She moans. 

I want to hear you say it.

“Yes,” you gasp and she slides her hand down and underneath your skirt. You feel like you’re floating outside your own body, like this pleasure isn’t really yours. How strong was that drink? You can taste it on her breath still, the lemon and the grenadine and the orange bitters. The gin. 

Your chest heaves and you see Agatha smirking at you, taunting you with condescending praise about how needy you are for her. You are needy for her—you don’t think there’s anything you’ve ever wanted this much. 

She finds your clit over your underwear and presses on it and you keen loudly. Your sounds are swallowed by her mouth and you frantically moan for more. You grip onto her wrist, feeling the muscles tense as she moves to stroke her fingers over your clothed slit. 

“Please—fuck,” you groan. 

She pushes the gusset of your panties over and skates her warm fingers through your swollen folds and you bite down on her lip to keep yourself from crying out. Her breath catches and she teases your entrance. Your walls are already clenching around nothing, your clit sensitive and aching, and her perfume is just making you wetter. 

“Please,” you beg again. 

You finally get what you want—her finger pushes slowly into you and your mouth drops open, panting against her lips. It’s good, so good, but you need so much more. 

A second finger enters you and your hips jerk. 

You’re a good girl. 

“Yes, fuck, yes—Agatha,” you breathe and immediately your muscles stiffen. You hear a slight choking sound and your eyelashes flutter open to see a pair of shocked green eyes. 

Not blue. 

Morgan stares back at you, hurt written all over her face. 

Part Eight

Taglist: @lostbutlovely33 @diorrxckstar @whoreforolderfictionalwomen  @katekathry @onemansdreamisanothermansdeath @tayasmellsapples @natashashill @mybraininblood @mysticalmoonlight7  @cactuslover2600 @loveem0mo @readysteddiero-nance @lonelyhalfwitch @lesbiantortilla @crescendoofstars @sol-in-wonderland @ahsfan05 @gbab09 @sasheemo @agathaharness @live-laugh-love-lupone @chiar4anna @fuckedupforkhahn @lowlyjelly @sweetmidnights @n3bula-cats @m1vfs @agathascoven1 @filmedbyharkness @autbot @claramelooo @dandelions4us @agathaallalongg @jujuu23 @21cannibal @angel-kitten-babygirl-u-choose @jeridandridge @hannibalcanniballz @chloeelou02x @hapuchika

[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:

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[coichii]

winter ✭

—(🎧)—> when han realizes something’s wrong with you before you realize it yourself

pairing - newbf!han x fem!reader

genre - comfort, cheers to me failing a test !! ☻

word count - 0.8k

warnings - implied seasonal depression & post hiatus writing

Maybe it’s the winter air, maybe it’s the warmth of the beach being replaced with snow fall of small ice crystals in the sky. You don’t know, but it’s making you feel off.

It’s a feeling quite indescribable, but if there were a you could equate to it, it would be numbness. The source? No idea.

It always comes and goes during the cold, a shiver cold air radiating through your body as the feeling of winter does.

It’s hard to stick to a routine during the winter. Getting up at 7:00am, taking walks, exercising, drinking water? You can pretty much say those are all in the garbage.

The only sense of consistency left in your life is Han, and even that is a fairly recent addition. Knowing him isn’t, but kissing him and cuddling him? Yeah, that’s different.

It hurts so say the feeling doesn’t go away with him. It definitely gets lighter and fades away, but it’s still there lingering.

It could be school too, and you’ve already noticed the A’s slowly fading into B’s, into C’s, and slowly but surely, D’s.

To say it’s taking a toll on you would be an understatement.

< —— >

Fuck. No no no.

31% is what the computer screen infront of you reads. A final score for a critical quiz in your major class.

A buzzing starts in your head, one that rings your ears like a gong had just been hit next to them. One that is so heavy that it begins to blur your vision alongside the fresh hot tears in your eyes.

As if it couldn’t get worse, a faint knock is soon heard on the door of your college dorm room. You begrudgingly get up, groaning as you quickly shut your laptop and wipe the moisture from your eyes.

God I swear. I can’t deal with my roommates right n-

“Y/n? I’ve been wondering why you weren’t answering my text. It’s been days.”

Definitely not who you were expecting to be on the other side of the door.

“O-oh hi. Come in.” You usher, pointing him and softly closing the door behind him.

“I didn’t know it’s been that long, I’m sorry, Hannie.” You say half heartedly. You did genuinely feel bad, but you can’t muster up the energy.

You move to peck a small kiss on his lips, but he places his hands on your cheeks to stop you. He places his forehead on yours, eyes staring into yours as if he’s trying to read what your lips won’t give up.

“Is everything ok?”

You can feel a sting make its way through your body, but you ignore it. You have to ignore it.

“Yeah, I am. I promise I’ve just been b-“

“Baby, don’t lie to me. I’ve known you for long enough to know when you are. Please tell me what’s wrong.”

Maybe it’s the fact that it’s been building up for so long, or it’s the look on his face or the tone of his voice. Whatever it is, it’s coming out.

“I-I really don’t know. I’m sorry Han, I don’t even know what I’m feeling.” You choke, a feeling of helplessness escaping its way from your heart.

“It’s like everything that I’ve been working for is falling apart in front of me, and it’s scary.” By now, he’s already wrapped his strong arms around your body, enveloping you in a comforting scent of lavender and love.

“I know. I know it’s scary. But you want to know something?” He proposes, and you sniffle and look at him, eyes filled to the brim with sincerity.

“You’re doing so well. You’re so smart, so strong, so independent. It’s okay to take breaks, it’s ok to struggle. Especially, it’s okay to ask for help. It’s okay to have moments where you feel like every thing is falling apart, but it’s important that you know it’s not.”

Have you ever felt a feeling like an immense weight being lifted off your shoulders? A feeling like a deep breath even though there’s no oxygen? If not, that’s surely what you’re feeling now.

“I love you. I’m sorry I’ve been ignoring you.” You sniffle, scrubbing dripping tears off with your fist.

“Don’t say sorry. I forgive you. Forgive me for not coming sooner.” He says, rubbing the silk of your hair in a comforting manner.

“You have nothing to be forgiven about.” You mumble, clutching a fist onto his shirt where you hold yourself, still in the same area from where he had come in.

“Now you know how I feel when you keep saying sorry.” He teases, a small chuckle coming out as well. “Cmon, let’s get you something to eat and I’ll help you with anything you need.”

“Ok” you nod, following him as he opens and walks out the door of your room.

That’s what it will be. Everything will be okay when you have him.

[xvazx]

The Beauty of Our Chaos

Part 1 - Cool Girl Is Game

Introduction / Next Part

I never thought I’d be the type of girl to join a sorority, but here I was, standing in the middle of Delta Nu’s impossibly pink common room, surrounded by girls who looked like they belonged on a Vogue cover. Mariel and I had just moved into our new room at UPenn, fresh-faced freshmen, and after weeks of plotting, we had somehow made it into the most sought-after house on campus.

“Can you believe we are here?” Mariel asked, plopping onto her bed with a dramatic sigh.

“Can you believe how long it’s gonna take me to defrost my fake smile?” I shot back.

To get in, I had to fake it till I made it. I wasn’t their first choice—not even close. Delta Nu girls had a certain effortless glow, and I was… well, I was a computer science major who spent most of time trying not to collapse. But with just the right amount of preppy outfits, carefully curated small talk, and a convincingly chirpy “Oh my god, totally” at rush events, I had squeezed my way in.

Before we could even start unpacking, Missy Houghton, our sorority president, breezed in with her perfect blowout and clipboard in hand.

“Ladies, welcome to Delta Nu! Just a quick reminder of your very busy Initiation Week schedule,” she said, handing us a printed itinerary. “Tonight, we have the Ceremony & Oath, Tuesday is Welcome to Pilates, Wednesday is New Me Conference, Thursday is our Fundraiser, and of course, Friday is our Newbie Initiation Tradition—which is a total surprise, so don’t even try asking.” She winked before twirling out of the room.

Mariel and I exchanged a look. What did we get ourselves into?

After taking a short walk from the house, we went our separate ways—Mariel to her graphic design classes, and me to my Introduction to Computer Programming lecture.

The moment I walked in, I knew this class was a walk in the park. The professor started going over variables and loops, and I could barely keep my eyes open. Then, just to make it really fun, he handed out a pop quiz on basic programming concepts.

I finished mine in record time, turned it in, and went back to doodling in my iPad. A few minutes later, I caught the professor glancing at my paper, then back at his computer. After class, he called me over.

“Miss (Y/L/N), right?” He adjusted his glasses, scanning my student file. “You’re this year’s full scholarship?”

I nodded.

“Hmm. Well, judging by this quiz, this class might be too easy for you. Have you considered taking a level test to skip ahead?”

It wasn’t a bad idea.

Following his instructions, I went to Student Service’s to request a level test—and, as expected, I placed two levels above. That meant I’d be in classes with sophomores now.

That night, as Mariel and I debriefed in our dorm about our day, she threw a pillow at me.

“You just got here, and you’re already skipping classes? How do you do it?!” she groaned.

I caught the pillow and tossed it back. “I didn’t do anything. I bet everyone was gushing over your art skills today.”

“Shut up, Miss Genius.” she interjected my explanation.

TUESDAY - 7 AM

The following morning, I walked into my new classroom with a printed letter from the department in hand. The professor beamed as I handed it over.

“And here she is,” he said dramatically, turning to the class. “Our newest addition! Not only is she here on a full scholarship, but she’s also skipped two levels, meaning she’s already putting you all under pressure!”

I gave a small, awkward wave. The room was silent.

Then it hit me.

I was the only girl in the room.

Great.

I sighed, found an empty seat, and tried to ignore the stares. It wasn’t my first time being in a male-dominated space, and it wouldn’t be my last. I tuned them out and focused on the lecture.

Or at least I tried.

After class, as I packed up my stuff, three guys walked over. One of them looked… familiar.

“Hey,” the curly-haired one said, tilting his head. “This might sound bad, but where do I know you from?”

I turned fully to face him. Thick eyebrows. Curls. That annoying but weirdly cute smile.

Memories flooded back.

I smirked. “Wow. You really do have a terrible memory, Jonas Brother.”

His friends lost it. One practically doubled over laughing.

“Ohhh,” one of them wheezed. “Dude, she got you.”

Luigi blinked, then finally connected the dots. “Oh shit. Nationals.”

“Took you long enough.”

His friends were still cracking up. One of them clapped him on the back. “Dude, you always know the hotter girls.”

I rolled my eyes.

“So what, you’re in this class now?” another one asked. “Why haven’t we seen you before?”

“Freshman,” I said, shouldering my bag.

Luigi was still looking at me, amusement playing at the corners of his lips. “So, you just happened to land in a level 3 class, huh?”

“Tragic, really,” I deadpanned.

“Seriously, though,” another chimed in. “You should come to one of our frat parties. Now that you’re officially in our class, you are one of us.”

I barely held back an eye roll. Of course they were in a frat.

“Cool,” I said vaguely, already looking at my phone. “Noted.”

Then I noticed the time.

“Crap. I gotta go,” I muttered, swinging my bag over my shoulder.

“Where to?” Luigi asked.

I sighed. “Pilates.”

One of the guys perked up and whistled. “Nice.”

I cringed.

I turned to leave, but as I walked away, I heard Luigi’s voice behind me.

“See ya around.”

Without looking back, I just raised a hand in a half-hearted wave.

“Okay,” I called over my shoulder.

WELCOME TO PILATES

The air in the studio was thick with the scent of lavender-scented disinfectant and the soft hum of an upbeat playlist. Mariel and I sat on our mats, stretching, surrounded by a dozen other Delta Nu girls. Apparently, as bonding activity we had to sign up for at least one group fitness class.

Honestly? The politics of this house were exhausting. But if faking enthusiasm for Pilates was the price I had to pay to stay in Delta Nu, so be it.

Mariel groaned as we attempted another core-strength move. “This is a requirement? What kind of sorority is this?”

“The type that values toned abs over GPAs,” I muttered, wobbling slightly.

She snorted. “At least you’re suffering with me.”

We both struggled to hold our position when I casually dropped, “Oh, by the way, guess who’s in my new class?”

Mariel barely glanced at me, too focused on not collapsing. “Unless it’s the ghost of Steve Jobs here to give you a job at Apple, I don’t care.”

I smirked. “Luigi”

She blinked. “Mario?”

I chuckled quietly, my arms shaking from exertion. “The Jonas Brother.”

Mariel’s eyes went wide. She lost balance completely, flopping onto her mat. “OMG, this is destiny,” she whisper-screamed.

I shot her a look. “What?”

“Be honest,” she accused, regaining her composure. “Did you move from Cali to be close to him?”

I rolled my eyes. “Callatee.. you know why I chose UPenn over UCLA. And you came with me, remember?” (Shut up)

She laughed. “I’m kidding.” Then she tilted her head. “Wait… what’s his actual name again?”

I paused. “Luigi… I don’t know his last name.”

From my right, another girl—blonde, toned, and effortlessly balanced in the Pilates pose I had given up on—leaned in slightly and whispered, “Sorry, are you talking about Luigi Mangione?”

I turned to her. “Not sure.”

“Curly hair? Italian? STEM guy?”

Mariel and I exchanged a look. “Yeah,” I said.

She grinned knowingly. “Ohhh.”

I frowned. “What does that mean?”

She giggled, lowering herself gracefully into the next pose. “Just don’t let Missy stop you. She’s been trying for a year.”

I nearly dropped my balance again. “Stop me? From what?”

Mariel and the girl—who I now realized was named Kaylee—both gave me the same amused look.

I blinked. “What?”

Kaylee just shook her head, still smirking. “Nothing.”

Mariel’s smirk was even worse.

Between boys and core training, I wasn’t sure which task I sucked at more.

WEDNESDAY - NEW ME

Blah blah blah

THURSDAY- FUNDRAISER BOOTH

Pink. So much pink.

I glanced around at the Delta Nu booth, which looked like a sorority version of Mean Girls—pink banners, white ribbons, pastel decorations. It was all very on brand, and all very not me.

The only thing remotely acceptable in my wardrobe was a pair of white shorts and a band tee. Missy was not pleased.

“Don’t you have anything pink that is actually cute?” she asked, looking at me like I’d personally insulted her ancestors.

Mariel, clapped a hand on my shoulder. “She can borrow something of mine!”

I shot her a look. “Girl, where is my ass gonna fit in your clothes?”

She grinned. “Don’t insult your Latina hips.”

I laughed, but it didn’t change the fact that I was still stuck in a Blondie tee while everyone else looked like they’d walked out of a Tampon commercial. Whatever. It wasn’t like I’d chosen this sorority for the aesthetic.

We finally made it to the booth, where Missy explained the actual reason we were here—raising money for charity.

Noble. Love that.

Then came the catch.

Next month, Delta Nu was hosting a fashion show, and each of us had to raise money. The girl who raised the most money would win the ability to keep her own outfit from a designer catalog. Meanwhile, the rest of us? Our outfits would be chosen for us by our highest donor.

I blinked. “What the hell?” I muttered under my breath.

Did I accidentally join a brothel?

Mariel choked on a laugh next to me.

Students stopped by our booth throughout the afternoon, reading about the charity and looking at the fashion show details. Most were supportive. Some donated out of actual generosity. Others… not so much.

Cue Gym Bro.

This dude—overly tan, protein shake in hand, and all biceps—strolled up and made a significant donation. Not for charity, of course. No, he had one goal.

“To see her in lingerie,” he said with a smirk, nodding in my direction.

If looks could kill, Gym Bro wouldn’t just be dead—he’d be erased from history.

Before I could tell him exactly where he could shove his donation, a familiar voice interrupted.

“Well, well, not only is she smart, but she’s into the crazy life.”

I turned to see frat bros approaching the booth, all smug grins and easy confidence. Damien, was the one who spoke, looking at me like I’d just confirmed a long-standing theory about my secret double life.

“Surprise,” I deadpanned. “Delta Nu.”

Luigi smirked. “I should’ve predicted it from the Barbie Dreamhouse.”

I raised an eyebrow. “That Barbie Dreamhouse kicked your ass.”

He tilted his head, amused. “Now you’re coming for my reputation?”

Before the tension could build further, Mariel cut in.

“Damn, Jonas Brother, you got tall.”

Luigi glanced at her, clearly recognizing her face but not placing the name.

He snapped his fingers. “St. Trinity. Right?”

Bingo.

His friends took the opportunity to introduce themselves, wanting to get ahead of the game. Gross.

They asked about the charity, and we explained.

Of course, their intrigue had nothing to do with charity and everything to do with the fashion show. Free sorority girls on a runway? Predictable.

I sighed. “You’re late. Jerk-face over there already donated a lot to see me in lingerie.”

The guys gushed among themselves, clearly entertained.

Damien grinned. “Damn, we can’t surpass that.”

“You could’ve saved me,” I said dramatically.

“Too late now.”

“At least I can mentally prepare.”

Before they could continue their antics, Missy appeared out of nowhere, her signature flirty smile locked in on Luigi.

“Hey stranger” she greeted, voice a little too smooth.

He responded politely, but I could tell he wasn’t particularly invested.

“What brings you here?” she asked, brushing her hair over her shoulder.

“Oh, just saying hi,” he said, nodding at me.

Missy’s eyes narrowed slightly as she turned to me. “Ohhh, you guys know each other?”

I shrugged. “Old foes. And we have the same coding class.”

Missy blinked. “Right. So, are you coming to the show?”

He hesitated. “I think I have lab hours.”

Missy pouted slightly but played it cool. “No prob, we can talk later.”

Mariel and I barely held in our laughter.

Missy got called away, leaving the rest of us in her wake. The moment she was gone, Mariel and I mocked her voice in unison.

“So nice to see you,” we mimicked, fluttering our eyelashes.

The guys chuckled, clearly enjoying the show.

But then, Luigi checked his phone. “We should head back to our booth.”

As they started walking away, he turned back, smirking at me.

“I guess next class, we’ll see who’s the better coder.”

I smirked right back.

Yeah, you better run.

FRIDAY - INITIATION

By the time sun sets, I was already regretting my life choices.

Mariel and I sat cross-legged on our beds, nerves sitting like lead in our stomachs. We were under strict orders to come straight back to the sorority house after classes, no questions asked.

At 6:50 p.m., the call came.

“Newbies, to the living room!”

Mariel shot me a wide-eyed look. “This is it. We’re either going to become legends or complete social pariahs.”

“Maybe both,” I muttered, standing and smoothing down my jeans.

We shuffled into the living room where the superior sisters, Missy, and the house mother were lined up in matching black caped robes, holding envelopes like they were about to announce a Hunger Games death match.

Missy’s smile was almost predatory. “Welcome to your Initiation.”

A nervous murmur rippled through the room.

Missy stepped forward. “This is a scavenger hunt. You will each have five hours to complete a series of tasks. Some will be… challenging.”

That should’ve been the first red flag.

She continued, “For proof, you’ll need to take pictures and submit them before midnight. Fail to complete the list, and you risk losing your spot at Delta Nu.”

The room collectively stiffened.

“The prize?” Missy’s smile sharpened. “You stay and earn the respect of your sisters.”

I didn’t care about the “respect” part. I did care about my scholarship. I needed to stay in Delta Nu to keep it.

She handed out envelopes. “Good luck, girls.”

I opened mine and scanned the list.

Some were easy. Others? Not so much:

• Collect a pair of boxers from a frat president and have him sign it

“What the hell?” I whispered to Mariel.

“I’m not touching any guy’s used underwear,” she hissed.

“Me neither,” I said. But we both knew that wasn’t true. I had to complete this.

When the timer started, we all scattered.

I powered through the easy ones first:

✅ Apply a full face of makeup to a campus statue? Done.

✅ Selfie with a Professor? Easy.

✅ Steal a traffic cone? On my arm.

Then I hit the wall: the boxer situation.

I sat on a campus bench, scrolling through my phone, looking up the frat presidents. Maybe this was my end. Not knowing how to seduce a guy out of his panties.

And there it was.

Luigi Mangione - Phi Kappa Psi.

Of course he was president. Because the universe hated me.

I opened Instagram to look him up. Luckily for me his profile was public and his latest story showed he was at the school gym.

“Great,” I muttered. “Guess I’m about to enter my villain era.”

I took a breath and ran to the gym, showing my student ID to the desk clerk, who barely glanced up before waving me through. Apparently, they were used to sorority girls losing their minds during initiation week.

I spotted him almost immediately, walking toward the showers with a towel over his shoulder.

I froze. My heart pounded.

I could leave. I could figure something else out.

But the timer was ticking.

Nope. I’m doing this.

I marched toward the men’s locker room. A couple of guys gave me side-eyes as I walked in.

“Sorry! Emergency!” I said, which only made it more suspicious.

My heart was practically pounding out of my chest as I stopped outside the shower stall. I knocked on the wall.

“Kinda busy, man,” Luigi’s voice called. “There are other showers.”

I took a deep breath. “Oh, I know that.”

There was a long pause. Then:

“…hi?”

Luigi’s head peeked out from the stall, water dripping from his curls. He blinked. “What the hell are you doing in here?”

I turned my face toward the wall, covering my eyes. “I know this looks like the setup for a cheap porno, but I swear it’s not what it looks like.”

He smirked. “It looks pretty compromising.”

“Trust me, it’ll get worse.” I sighed. “I need a favor.”

He rinsed his face and wiped his hands down his chest.

“Let me get the shampoo out of my eyes, and then we’ll talk.”

“Okay.” I stood there, face still covered.

A minute later, the shower stopped. A damp hand brushed my shoulder.

“You can look now.”

I peeked through my fingers and saw him standing there in a towel, hair dripping. Men’s Health prepared me for moments like this.

“Initiations have gotten cheeky,” he joked.

“I need your underwear,” I blurted.

He raised his brows. “Come again?”

I forced myself to explain the task. He listened, expression somewhere between amused and shocked.

When I finished, he shook his head. “You’re serious?”

“Dead serious.”

“You realize you’re asking me to walk home commando, right?”

I shrugged. “I’ll be disgusted if that’s your only clean pair.”

He laughed and pulled a pair of blue boxers from his gym bag. “You got a Sharpie?”

I pulled one from my pocket. “Here.”

He grinned and signed them. “So you need a picture, too?”

“Yep.”

He handed me the boxers. “Let’s get this over with.”

I held the boxers up in one hand, stood next to him, and snapped a photo. He smiled—a relaxed, easy smile.

“Be nice to them,” he teased.

“Thanks,” I said, tucking the boxers into my bag.

I bolted out of the locker room, the list and my bag on one hand and the traffic cone on the other, heart hammering in my chest.

I was halfway across campus when I heard someone shout my name.

“(Y/N) wait!”

I turned

Luigi—now dressed—was jogging toward me.

“What else is on your list?”

I showed him the list.

He frowned. “These are easy.”

“Not when you’re under pressure.” I interjected.

“Let me help you.”

“You’re not supposed to help.”

“I don’t see a rule against it.” He smirked. “C’mon.”

I didn’t argue.

We made quick work of the rest:

✅ Try on the campus mascot costume? It stinks.

✅ Steal a UPenn banner? Done.

✅ Buy a random guy a drink at the closest bar? Luigi handled that part.

We talked as we walked between tasks. He told me about his frat initiation—doors locked, food and alcohol flowing, and seniors throwing impossible tasks at them.

“Deadly,” he joked.

“You survived.”

“Barely.” He grinned.

By the time we finished, I had enough minutes to spare.

Luigi walked me back to the sorority house.

“Well, I guess this means you’re officially Delta Nu,” he said, stopping at the steps.

“Yeah.”

“See you in class?”

I smiled. “Unless I skip to recover from this trauma.”

He laughed. “You’ll survive.”

I ran inside, dumped my evidence on the table, and collapsed onto the couch.

Missy’s eyes narrowed. “You got everything?”

“Everything,” I confirmed.

Her gaze shifted from Luigi’s face on the picture to his signature. Her smile tightened.

“So?”

Missy’s smile sharpened. “Alright.”

I just rolled my eyes.

I was safe. That’s all that mattered.

@nosebeers

hi i’m Vaz, this was just a product of my active imagination, free time and the need for a better outcome. Hope u enjoy xxx

I’m not American and most of my knowledge is from movies and some research. Sorry if it sounds inaccurate to real greek life. But hey it’s fiction .

[mod-kyoko]

school au headcanons!! pt. 3

fandom: danganronpa: killing harmony

type: hcs, non-ultimate au

a/n: just how the characters would be if ultimates didn't exist

♤♧♤♧♤♧♤♧♤♧♤♧♤♧♤♧♤♧♤♧♤♧

shuichi saihara

fucking mock trial kid if not debate

the shy but smart one

the one that the popular girls mess with like he's a little social experiment

his teachers love him because he always behaves in class and has amazing grades

kaede akamatsu

piano accompanist for the choir and theatre

in all honors classes and the honors society

perfect life?? does not struggle ever?? (seemingly)

the one girl as school who always looks held together and you've never seen her look anything less than happy and healthy and you're like please how

orchestra kid also (plays violin)

keebo

in robotics

kind of unnoticed

incredibly socially inept-

has the stereotypical small set of "nerd" friends that all sit on their computers at lunch and talk about video games and coding

kokichi oma

fucking theatre kid

class clown

some people hate him some people love him

some girl always humbles him when he gets too roudy in class

kind of the teacher's nightmare

ran cross country

rantaro amami

sk8er boy

every girl ever has a crush on him??? (but he's gay-)

secretly dating a soccer player

effortlessly popular somehow

honors classes

plays dungeons and dragons

kaito momota

the kid who carries a bluetooth speaker through the hallways-

p.e. is his favorite subject

runs cross country

the one who befriends the teachers that everyone else takes advantage of/teases

tsumugi shirogane

literally goes to school then goes home???

spends all her time in the library as an aid

self-sabotages her own social life

never ever goes to big school events but sometimes enjoys watching the play and musical

in the anime club

himiko yumeno

dnd player

people think she's weird but no one has beef with her

in quiz bowl 💀 (competitive trivia basically)

always participates in the school's talent show

band kid (trumpet)

maki harukawa

the girl that fucking hates everyone

always shows up to school just looking absolutely done

super quiet in class and does really well

her counselor tried to get her to join some extracurriculars so she decided to join cross country

takes her anger out in p.e.

gonta gokuhara

the kid with the kindest heart but suffering grades that the bullies love to target for some reason

does track and field

volunteers for so many organizations

he eats lunch in his favorite teacher's classroom

spends a lot of time studying but often cuts it short because he's so frustrated

angie yonaga

art club, art classes, lives and breathes art

always drawing during class and there are always people asking her to draw them

her art is always earning those rewards and being displayed throughout the school

friends with all the other art kids

kind of weird and accepts all the other weirdos of the school

the one kid that gifts drawings to their teacher that they hang up around the classroom

miu iruma

slacks off during group projects and in p.e.

just as unfunny as "the boys" of the class but no one cares because she's a girl

no one has ever told her to shut up

is in robotics competitively

makes fun of theatre and band kids

ryoma hoshi

everyone calls him emo (even though he is literally not) because he keeps to himself and wears dark colors

on the tennis team but doesn't really participate in any other school activities

wears his tennis jacket to school 24/7

gets lowkey bullied but always gets cold, quiet revenge rather than fighting back

kirumi tojo

always making conversation with the teachers and hanging out with them even though she has plenty of student friends

cleans up after everyone

is in student government

never ever dresses comfortably, always shows up to school dressed up

korekiyo shinguuji

the weird kid

everyone makes fun of him because he still wears a mask years after the covid pandemic ended

is on the quiz bowl team (100%)

model student and in the honors society

teachers dread him because he raises his hand just to add info to the teachers lecture either to correct them or because he thinks people want to know

tenko chabashira

fucking tryhard in p.e.

track and field

biggest school spirit at every rally

always yelling at the boys who mess around in class

is part of the GSA and acts aggressively gay whenever homophobes are around

[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]

Price: [price_with_discount] (as of [price_update_date] - Details) [ad_1] “Man is still the most extraordinary computer of all.” – John F. Kennedy Computer Explorer, our trademark (STEPS to master computers) series comprises of 8 books for class 1 to 8. Each book in the series is easy to read with non-complex language and the chapters and sections allow you to easily search for the specific information you are looking for. The books ensure that students develop digital literacy and are able to use and express themselves and develop their ideas through use of computer technologies. Key Highlights of the Series: Theoretical and Practical content. Step by step guide, Easy to read with non-complex language. Innovative assignments as practical’s. Simple and clear explanations. Seamless continuity in learning across Levels. Important features such as Did you know sections, IT Wizard Each book in the series features Quiz, Tests, Multiple Choice Questions on the various topics covered. Answer Key is provided at the end of each book. ASIN ‏ : ‎ B0924V3W1P Publisher ‏ : ‎ Woodsnipe Publisher; New and Revised edition (1 January 2019); Woodsnipe Publishing House Language ‏ : ‎ English Paperback ‏ : ‎ 168 pages Reading age ‏ : ‎ 7 - 9 years Item Weight ‏ : ‎ 420 g Dimensions ‏ : ‎ 27.3 x 20.95 x 0.48 cm Country of Origin ‏ : ‎ India Net Quantity ‏ : ‎ 2.00 count Generic Name ‏ : ‎ Computer Book for Primary School [ad_2]

[bbpsbrijvihar23]

Best CBSE School in Ghaziabad – Public School Brij Vihar

Introduction

Selecting the best CBSE school in Ghaziabad is a vital decision that shapes a child’s academic and personal growth. A CBSE-affiliated institution provides a well-structured curriculum, experienced faculty, and comprehensive facilities, ensuring students receive a balanced education. Schools that focus on holistic learning foster intellectual, emotional, and physical development, preparing students for a competitive future.

Why Choose a CBSE School in Ghaziabad?

A best schools in Ghaziabad CBSE board offers a curriculum designed to enhance conceptual understanding and skill-based learning. The advantages include:

Standardized Curriculum: Designed to meet national education standards.

Competitive Exam Readiness: Prepares students for JEE, NEET, and other professional entrance exams.

Integrated Learning Approach: Encourages problem-solving, analytical thinking, and creativity.

Balanced Growth: Equal emphasis on academics, extracurricular activities, and sports.

Features of the Best CBSE School in Ghaziabad

1. Academic Excellence and Faculty

A most reputed school in Ghaziabad ensures:

Highly skilled teachers with expertise in their subjects.

Smart classroom learning integrated with modern teaching techniques.

Regular assessments and personalized feedback sessions.

2. Infrastructure and Learning Facilities

A school with best infrastructure includes:

Digital classrooms for interactive learning.

Fully equipped science, computer, and robotics labs.

Expansive libraries with extensive research materials.

Sports arenas and fitness centers to promote physical development.

3. Holistic Development and Extracurricular Activities

A best school for holistic/360 degree development provides:

Music, dance, and arts programs for creative expression.

Debate, quiz, and leadership training for communication skills.

STEM and coding workshops to enhance technological knowledge.

Community engagement initiatives for social awareness.

4. Student Safety and Well-Being

A good schools in Ghaziabad ensures:

24/7 campus surveillance with security measures.

On-campus medical and counseling facilities.

Wellness programs for emotional and psychological support.

Admission Process for CBSE Schools in Ghaziabad

Parents interested in bbps brij vihar can follow the admission steps:

Visit the bbps brij vihar website for admission details.

Fill out the online or offline application form.

Attend an entrance test or student interaction session.

Submit required documents and complete the enrollment process.

For further details, parents can check the bal bharati brij vihar website, which provides insights into faculty, curriculum, and student programs.

Conclusion

Enrolling in a best CBSE school in Ghaziabad ensures students receive a world-class education combined with co-curricular activities. Bal Bharati Public School Brij Vihar is recognized as a most reputed school in Ghaziabad, offering a well-rounded learning experience that nurtures both academic and personal growth. A strong emphasis on academic excellence, infrastructure, and extracurricular engagement at bbps brij vihar makes it a preferred choice among parents. A school that focuses on student-centric learning and 21st-century skills equips children with the confidence and knowledge to excel in future endeavors.

[joshnaanto]

Discover Surana Vidyalaya – The Top School in Electronic City for Holistic Learning

Are you looking for the top school in Electronic City that offers more than just academics? Surana Vidyalaya is your answer! Known for its commitment to holistic education, Surana Vidyalaya nurtures students to excel in academics, arts, sports, and leadership.

What Makes Surana Vidyalaya the Top School in Electronic City?

1. Strong Academic Foundation with a Dynamic Curriculum

At Surana Vidyalaya, academics are at the core of holistic learning. The school follows the CBSE curriculum, focusing on conceptual understanding and real-world applications. With experienced teachers and modern teaching methods such as experiential learning, project-based assignments, and technology-integrated lessons, students gain a strong academic base.

2. Expert Educators Committed to Student Success

Surana Vidyalaya’s teachers are not only educators but also mentors. They employ interactive teaching techniques, conduct regular assessments, and provide personalized feedback to help students reach their full potential. Small class sizes ensure that each child gets individual attention.

3. Advanced Infrastructure for Holistic Learning

To support students' growth, Surana Vidyalaya offers:

📚 Smart Classrooms: Interactive and digital learning tools.

💻 Modern Science and Computer Labs: Practical, hands-on learning.

🏀 Sports Complex: Indoor and outdoor facilities for physical fitness.

📖 Library with Digital Resources: A blend of books and e-learning materials.

4. Holistic Development Beyond the Classroom

Surana Vidyalaya is not just about books and exams. As the top school in Electronic City, it provides numerous opportunities for students to explore their talents: 🎶 Music and Performing Arts to nurture creativity. 🎨 Art and Craft Workshops to stimulate imagination. 🧩 Debates and Quiz Competitions to sharpen intellect. 🤖 Robotics and Coding Classes to build future-ready skills.

5. Emphasis on Ethics, Values, and Leadership

Education at Surana Vidyalaya is incomplete without values. The school instills:

Integrity and Respect through value-based education.

Social Responsibility through community service programs.

Leadership Skills via student clubs and house activities.

6. Safe and Inclusive Campus Environment

Surana Vidyalaya prioritizes student safety and well-being:

🛡️ 24/7 CCTV Monitoring: A secure campus for all students.

💙 Counseling Support: Emotional well-being and guidance.

🚸 Trained Staff and Faculty: Ensuring a safe and supportive learning environment.

Why Choose Surana Vidyalaya – The Top School in Electronic City?

✅ Academic Excellence with experienced educators. ✅ Holistic Growth through arts, sports, and leadership programs. ✅ Technology-Integrated Learning for future readiness. ✅ Moral and Ethical Values for character building. ✅ Secure Campus Environment for worry-free learning.

Join Surana Vidyalaya Today – Admissions Open!

Make the right choice for your child's future! Explore why Surana Vidyalaya is the top school in Electronic City and how it nurtures students for lifelong success.

📞 Contact us or visit Surana Vidyalaya to schedule your visit and start the admission process.

Visit Website: https://www.suranavidyalaya.org/best-schools-in-electronic-city/

Keywords: #Top_Schools_in_Electronic_City, #Schools_in_Electronic_City, #Schools_Near_Electronic_City, #Best_Schools_in_Electronic_City 

[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.

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[itsrenzzy]

Quiz 1

8 Facet of ICT

1. Cloud computing

Through the use of microsoft word. I make a hand outs for the students to have for their reviews and readings.

2. Software

In making my PowerPoint presentation I used the canva as it provides graphic designs that makes the presentation creative.

3. Internet browsers

To make my presentation and discussion scholarly I used google chrome to search websites and links that can be a good references for my topic.

4. Hardware

(Storage Devices)

After class or discussions. The instructional materials used such as the powerpoint presentations, videos, documents, photos, and online activities is stored in a hard drive for future use.

5. Transactions

The rewards given to the students during the discussion is bought in lazada and tiktok shop.

6. Communications Technology

The performance task in the lesson is to make a blog or podcasts on how science is applied in our everyday lives.

7. Digital Data

In the presentation I also include photos and videos that serves as a binary data for students to better understand the lesson.

8. Internet Access

Aside from using the books I searched for some information that will be included in my learning content for the days discussion.

[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.



[appareils-futiles]

This I have to do before Saturday (that I've mostly been putting off because of my depression and lack of attention span):

1. Fundamentals of Communication home work + submit by 5:30pm (it's due by Tuesday but since Monday is a holiday, I'd rather it be received Asap...by ASAP I mean no later than Saturday night cause timed stuff takes priority)

2. 3rd Criminal Justice essay (its due tonight by 11:59pm, despite it being given to me on Monday, I haven't even started it yet, I have to do both essays by 5:50pm cause my 1 class today ends at 930 and I do the 30 while live tweeting svu )

3. 2nd Psychology Essay (due tonight by 7:55pm despite classes atarting at 6:30pm, but this one takes priority today. I refuse to fall behind because of my lack of attention span)

4. Finish the notes/highlight for the 1st video watched for Critical Analysis class. (Not graded not really 100% necessary to do, but I already started so it is what it is)

5. Watch 2nd video for Critical Analysis class, take/highlight notes. (Same as above)

6. "Be Specific" questionnaire that probably isn't going to be checked just like the last 3 things I've done for this critical analysis class 🙄 that I fight with this professor about every single week. Twice a week. It isn't due until the 30th but I'll get done before that because 1, time, 2 work and 3 she likes to change dates. So, it is what it is. Gotta get done regardless.

I really need to learn to do my work as soon as I get it especially now that I finally picked up another client. 😩

It's 850am, I've been up since a little before 7am, laying in bed watching a doc about presidential assassinations

Damn attention span. 😒

Update 1: I completely forgot we had an open book test for psych class and although the professor told us it was all multiple choice it turns out that 21 or 45 questions were written and the rest were multiple choice. As a perfectionist with adhd, I like to spell, indent, properly word my responses do from 6: to 9:30, I couldn't finish. 😪 thankfully she gave us a longer time until Saturday right before midnight.

Update 2: the essay was hard since it's hard for me to read via Kindle pdf since there's no search to look up what I needed so I had to figure something else out and eventually, finished it with the best ending sentence: The last line said:" every day we have new scientists, new specialists, new studies and new discoveries. They all differ yet they have one thing in common, they all seek to know more than meets the eye"

Ofcourse my computer freezes and I had to finish via my phone, in the same time I tried to send it via browser kn my phone I have to restart the computer and then it's slow and it literally was marked late because THEY processed it at exactly 11:59 when it was due. 🙄 shout out to my 3 classmates who helped and encouraged me and didn't leave me until they knew it was uploaded. They are the real MVPs! This Is definitely an A+ paper.

Update 3: but now I have a whole new thing to give in before Saturday since I have a new patient.

1. Criminal Justice essay

2. Fundamentals 6Qs

3. Critical Analysis 6Qs

4. Finish quiz for psych.

5. OFcourse aplia.

Aplia I can do Sunday but the other ones are definitely due before Tuesday.

So I may be off for a while. Hopefully.

[sweethanmochi]

tips for managing time (ɔ◔‿◔)ɔ ♥

Disclaimer: these tips worked for me and based on my own experiences. It’s okay if this doesn't work for you! 

Lets start with some methods;

Method 1 - Bullet Journaling: This is a great way/method to manage your time! I have used this method for a long time and it really has kept me consistent with how I manage my time. It is, however, annoying to bring your bullet journal everywhere or try to write in it all the time. The problem is about how much effort you put into your “journaling”. We all see online how pretty or aesthetic bullet journaling spreads are and when we look at our own journal we stop using it because it is not pretty enough. That doesn’t matter. Instead, look at how well it can help you manage time. If not, this is totally okay. Try switching to an online platform. 

Method 2 - Google Calendar/Calendar app: Another tried and true method. This helps in organizing your day. Great way to manage your time, especially because you can edit your tasks and time-block your day. It is also really good because calendars can be implemented in your computer, phone, and other devices so you can check out your tasks on the go. They also have components for tasks, reminders, events and more. I really recommend this for a lot of people because it is a game-changer, especially for people who need something easy to use for managing time. I guess the only problem for me is that I feel guilty, sometimes, if I see an empty part of my day which makes me feel unproductive. That’s totally okay! You don’t have to be busy all the time, take some time off for yourself. Nobody is productive 24/7. 

Method 3 - Notion: This is all the rage nowadays, so I checked it out for myself. It is a really great way to implement aesthetics and different parts of a journal. Unlike a calendar app, you can make lists, add other parts, add calendars and many other things. Its also accessible on many sites. Unfortunately, after making everything look very aesthetic, I didn’t use this platform as much except for keeping track of my anime and books. I do also use this to keep track of my classes and planning on-the-go, but it may work for you, so try it out! 

Method 4 - Diary with template/Planner: This is a great idea for people who want to use something on the go, but also easy to use and still have room for creativity. Daily, Weekly, and Monthly planners are all great ways to manage your time. The only problem is the template itself for me. Let’s say you might not be doing anything one day or slack off. Personally, seeing that one blank spot makes me feel guilty and then I can’t keep up. If you feel like you might feel like this, that's totally okay! Try managing time at your own pace, or use another method. 

There are plenty of other methods out there, but these are the ones I tried. I believe everyone should use something to help manage their time, because I have yet to meet someone who remembers everything they have to do in their head. Here are some quick-fire tips:

Try writing your tasks for every day the day before: Write out your tasks the day before. It helps you plan for the future and gives you a clearer head for the next day.

Use a reward system for completing tasks: Let's say you complete something big, make a reward system for that specific task! For example, if you complete a really hard chapter and do well on the quiz, that task deserves some reward! 

Keep some time for yourself each day: Even I have a hard time doing this, but keep some allocated time each day for yourself. Relax, watch some tv, do something fun and wholesome. You deserve it.

Divide up your tasks if they are really big: This is such a repeated method, however it is super effective. Let's say you are trying to study for a couple of chapters in a subject. Try dividing them up along the week into smaller tasks. It makes the whole thing as a whole less daunting. 

Try color-blocking your tasks: I use color-coding to divide my tasks on google calendar. For example, things for school/work are in green, and chores are in white. I think, at a glance, it really helps you think about how the day will go. 

This was a long one, I hope you’re still here. Again, these methods may not work for you, and that's okay. TLDR; Explore your methods and figure out what works best for you.