#mrs. c

[187days]

Day Eighteen

Well. Today was a lot.

There was a lot of good stuff, though, don't get me wrong. The best thing was that my Global Studies students' group presentations were excellent. I praised them a lot because speaking in front of a class isn't easy, but they really made an effort to do well. Afterwards, I showed some slides to add more detail to their understanding of geography- maps, demographic charts, all kinds of data- and we had some excellent conversations about those, too. In APGOV, one of the state senate candidates did a Q&A. Mrs. C brought her class in again, too, and we both thought was excellent. The students were a little shy at first, but more and more of them started asking questions as time went on. Big topics of discussion: the cost of living, the housing shortage, homelessness, marijuana legalization, gun laws, and abortion. It really is cool that they get to ask about this stuff, and that our guests take them seriously when they do.

The bad thing that happened was that there was an intruder on campus. The students who spotted him ran and got the SRO, he got back-up, the whole thing was resolved in minutes- and most of us didn't even know about it in real time, The Principal emailed us all afterwards- but it's still scary. If it hadn't been handled so effectively, I'd have worried about checking tickets at the football game.

But it was a beautiful night, our team won, and everyone was in high spirits. So everything ended on a positive note.

[biancaalexandraaaa]

finally ! you finally asked me to finally be your wife and of coursed I said yes !! oh to be the future Mrs. You know how I've longed for this day to come and now look it's finally here 🫶🏽 to say that I am beside myself would be an understatement. being with you day in and day out , for ever knowing that you will choose me over and over again; I don't think you understand how absolutely and utterly happy this makes me. you are me and I am you and together for the rest of our days we are one 🫂

[vinnybox]

🟩⬛Mr. L

[linnytheseagull]

Here's how to spot a Mad Scientist:

Is very smart in a specific field

Probably hasn't slept in the past 4 days

Depressed

Slowly decends into madness/gets obsessed over something to the point where they destroy their lives over it/makes causing general chaos and destruction into their life goal

Here are other minor signs you might want to look out for (doesn't apply to all Mad Scientist):

Very pathetic. A loser, if you will

Is gay

Wears glasses

Has a best friend who is extremely friendly and also a poet

Graying hair despite their relatively youthful appearance

Can be a little bit silly (as a treat)

Note that not all Mad Scientists are actual scientists. The Mad Scientist can be disguised as something else and may try to trick you; do not be fooled. Look for these traits to identify a real wild Mad Scientist.

Now you are ready to go out into the wild and find your very own Mad Scientists to hyperfixate on for the next month! Hope this helped❤️

[lyxchee-art]

Idk if I did this accurately

[columboscreens]

[saguette]

[mrs-meadows]

💜💙🩵💙💜

Free onlyfans💜

[gre4zerz]

Something that definitely happened:

Little Soda: What is that? *gesturing towards a newly born Ponyboy*

Mrs. Curtis: That's your little brother, dear.

Little Darry: I'm not related to that thing, he looks like a potato. I don't want to be a double older brother, take him back to the store!

[meg-girumi]

"THE SHOW MUST GO ON!!!"

[One of my favourite scenes/phrases]

[187days]

Day Seven

Well. Today was a whole lot of things.

It started with the first PLC meeting of the year. I got together with the social studies department to give a few standard reminders about grading and communication home, discuss upcoming events, talk about how we'll be administering the citizenship test this year, and hear how everyone's classes have been going. We were interrupted by a guidance counselor, and then again by The Principal because of Very Serious Things, but by that point we were winding down our conversation anyhow.

Folks split off for the remainder of the meeting time to work on their specific courses. Mrs. C and I spent that time talking about Global Studies and Civics (her)/APGOV (me). We're teaching those courses at the same time (perk of being a department head: I get to plan it that way), so her Civics students will be able to get in on my APGOV candidate Q&As. That's going to be excellent. More on that in future entries, for sure.

I mentally rewrote today's Global Studies lesson four or five times before I taught it, and finally settled on doing a bit of a basic geography review (longitude, latitude, continents, etc...) and then focusing in on the Americas. I brought them back to yesterday's lesson in which they'd described their cultural identity, NH culture, and US culture, and asked them to share what came to mind when they thought about cultures throughout North and South America. Once they answered that, I told them that it was awesome to find out what they already knew because we were about to learn more, starting with labeling a map of the region. I thought that was going to take the remainder of the class time, and it did in my second section, but in the other two students finished with about fifteen minutes to spare. So I adapted on the fly during the first section (a must-have skill in teaching), grabbed the article on culture in the Americas (cribbed from World101) that I was planning to use tomorrow, and started teaching them how to annotate it.

I had to do some on-the-fly lesson adaptations in APGOV, as well. My lesson started out going the way I thought it would: I lectured on state government, to start, and fielded a bunch of questions as I went through that. And then, when I had students look at the US News state rankings for NH, that also produced a lot of discussion- and got us talking about how a lot of the positive and negative stats are a result of choices made by state and local governments- so that was great. But when I asked them to tell me more about the major issues in NH, beyond what was evident on that ranking sheet, they went quiet. Like, I got one or two hesitant comments, but that was it. So I had them get on the state government website, look at the recent bills before the House and Senate, and tell me what issues they're meant to address, and- thankfully!- that reignited the discussion.

After the bell, I went down to talk to Ms. B, at her request, about a few students who are struggling. She had some ideas about how to help them be more successful, and she wanted to get my opinion. I taught most of these kids last year, so I hopefully offered her some solid insights. And I reassured her that she's doing a good job. Being a first year teacher is hard, but she's got terrific ideas and instincts.

After that, I went back to my desk to wrap up my own work, and found an email from one of the school counselors that I had to respond to- about getting a new student- so I dealt with that as quickly as I could. I'm going to stop pulling the late afternoons soon, seriously!

[frostinepac3]

It's been one of those days.

Unblurred under the cut :)

[anghraine]

Speaking of the social context of P&P and Austen in general, and also just literature of that era, I'm always interested in how things like precisely formulated hierarchies of precedence and tables of ranked social classes interact with the more complex and nuanced details of class-based status and consequence on a pragmatic day-to-day level. I remembered reading a social historian discussing the pragmatics of class wrt eighteenth-century English life many years ago and finally tracked down the source:

"In spite of the number of people who got their living from manufacture or trade, fundamentally it was a society in which the ownership of land alone conveyed social prestige and full political rights. ... The apex of this society was the nobility. In the eyes of the Law only members of the House of Lords, the peerage in the strictest use of the word, were a class apart, enjoying special privileges and composing one of the estates of the realm. Their families were commoners: even the eldest sons of peers could sit in the House of Commons. It was therefore in the social rather than in the legal sense of the word that English society was a class society. Before the law all English people except the peers were in theory equal. Legal concept and social practice were, however, very different. When men spoke of the nobility, they meant the sons and daughters, the brothers and sisters, the uncles and aunts and cousins of the peers. They were an extremely influential and wealthy group.

"The peers and their near relations almost monopolized high political office. From these great families came the wealthiest Church dignitaries, the higher ranks in the army and navy. Many of them found a career in law; some even did not disdain the money to be made in trade. What gave this class its particular importance in the political life of the day was the way in which it was organized on a basis of family and connection ... in eighteenth-century politics men rarely acted as isolated individuals. A man came into Parliament supported by his friends and relations who expected, in return for this support, that he would further their interests to the extent of his parliamentary influence.

"Next in both political and social importance came the gentry. Again it is not easy to define exactly who were covered by this term. The Law knew nothing of gentle birth but Society recognized it. Like the nobility this group too was as a class closely connected with land. Indeed, the border line between the two classes is at times almost impossible to define ... Often these men are described as the squirearchy, this term being used to cover the major landowning families in every county who were not connected by birth with the aristocracy. Between them and the local nobility there was often considerable jealousy. The country gentleman considered himself well qualified to manage the affairs of his county without aristocratic interference.

"...The next great layer in society is perhaps best described the contemporary term 'the Middling Sort'. As with all eighteenth-century groups it is difficult to draw a clear line of demarcation between them and their social superiors and inferiors. No economic line is possible, for a man with no pretensions to gentility might well be more prosperous than many a small squire. There was even on the fringe between the two classes some overlapping of activities ... The ambitious upstart who bought an estate and spent his income as a gentleman, might be either cold-shouldered by his better-born neighbours or treated by them with a certain contemptuous politeness. If however his daughters were presentable and well dowered, and if his sons received the education considered suitable for gentlemen, the next generation would see the obliteration of whatever distinction still remained. The solid mass of the middling sort had however no such aspirations, or considered them beyond their reach.

"...This term [the poor] was widely used to designate the great mass of the manual workers. Within their ranks differences of income and of outlook were as varied as those that characterized the middle class. Once again the line of demarcation is hard to draw..."

—Dorothy Marshall, Eighteenth Century England (29-34)

(There's plenty more interesting information in the full chapter, especially regarding "the poor," and the chapter itself is contracted from a lengthier version published earlier.)

[cerubean]

playing around w/ the landgraabs

[batrachised]

okay: this is potentially a hot take from someone who is more familiar with the shows than the book, but I truly do not understand the Mr. Collins redemption tour I've seen over the years, of all characters to blorbify

[columboscreens]