I teach in a private school and the school resources my programs well, and I'm willing to kick in whatever else is needed. I chose the "crazy" because it's a better way.
Most of the course was pencil-and-paper and the special computers come out at the end. If you choose to let the students get their 1 to 1 laptops out, there's a million additional distractions you have to deal with.
For the most part you don't need a lot of "stuff". And the stuff you have, it's better to get out sparingly so it's exciting and use of it is focused.
(I do coach 2 FTC teams and 1 FLL team; sure, computers are out more in those rooms, and there's capital costs to coaching a robotics team...)
> We have a bad teacher problem.
Don't mistake not being welcomed with open arms for the teacher being "bad". In many public schools, there's a whole lot of heavy management on hitting specific test goals and curriculum items. Your offer would likely not help the teacher in this task.
My closest experience with this is that I teach AP Microeconomics. In most classes, I have a lot of discretion on curriculum, etc. But this is an AP course, and the College Board stuffed the course 110% full of stuff I need to cover and my performance is measured by students' performance on the end-of-year exam.
If a Nobel Laureate wanted to come do a fun activity or give a talk in my econ classroom, I'd say no. I don't have the class time.
It's terrible: I have a few students that are independently game theory nerds. I have half a class period to talk about game theory in the context of oligopolies. If it were up to me, I'd gladly shear off some content to talk more/play with a subject that my students are passionate about...
I also have only 2-3 simulations/activities in the semester; with just a little bit less material I could have a lot less direct instruction and present the material in a way that is much more likely to be retained in the long run.
Was diagnosed as a child. I take no medication. Instead I adopted the role of “hunter” (as opposed to “farmer”), as described by Thom Hartmann in his ADHD books. Which means I don’t sign up for “farmer”-like tasks and delegate them instead.
My fundamental tool for staying on track with the work I do sign up with, pen and paper. It started with pencil and paper and the pencils of many varieties picked up from various bargain stores. The variety of colors and designs was what drove me to keep lists. But over years that evolved to a specially curated set of blue, red and green pens. I keep a book next to my dominant hand on my desk. Short term tasks are written in blue. Crossed out in red upon completion. This is a gamification strategy that gives me a little endorphine hit when I do it. On days where focusing seems difficult, I use the green pen to put a bullet point like some kind of human instruction pointer to indicate what I’m working on. Everything revolves around looking at the book. If there is an issue/inquiry for a teammate, it also gets written down.
I have a second book, in which I allocate 2 pages to each project I have. This has a handwritten synopsis of the project and any large challenges the project entails. Very minimal on details. This book is the forest; it serves long term memory issues. The first book is the trees, for short term, is highly detailed and is a diary of sorts in log form. Things not completed yesterday are re-written today as a means of reinforcing my connection to the task or need.
So this is all ritualistic for me. The pens I now favor have come through years of iteration. The “trees” books are Italian-made that my wife gave me and then I went to Home Goods to stock up on them. The paper is ruled and nice to write on and a little fancy. These weigh less than my phone, so I always grab one that I use as a free form note-taking pad in meetings. The “forest” book is thicker, has a specially-designated and fillable table of contents at the beginning. The paper is not lined and has a line or graph paper template to put under the page you’re writing on.
My point here is not you have to have the same fancy pens and books I use. I have chosen things that just “feel right” to me. “Right” means something I enjoy visually and by touch. If you adopt a paper-based approach, absolutely find what works for you. I mean only to share what I have found as an example.
I occasionally go shopping for alternatives; if I one day find something I like better I will repurpose the stocks on hand of books and/or pens and ruthlessly get rid of the old and bring in the new.
Why do I go to such lengths to facilitate writing? For me, the motion and muscle activity of writing is a different way to form memories. Something written becomes more connected to me than something typed. I do use Notes on my Apple devices for certain things but these always seem very detached from me. If I remember or by random encounter a note in Notes visually, and it seems important, I then write it down.
I also use Calendar and Reminders to trigger me, mostly in a reactive way into action. Siri is literally my administrative assistant.
Oh, and my reasoning for avoiding medication: my ADHD is a gift that I do not want to squelch. Yours may be more difficult and maybe medication is your solution.
Having my tongue rest on the bottom of your mouth.
Proper tongue positioning is when you rest your tongue on the roof of the mouth and away from the teeth.
It's been 2 years I've been "mewing"[1]. A good side effect for me: Now I stop snoring and I believe I have better posture. Some claim that it will improve your jawline but not for me, I guess I started too late. If I had started in my teen, I believe I would have had a great face today ?
[1] Check youtube videos for "mewing" or lookup JawHacks videos
I think I was in my late twenties when I found out I had been tying my shoes wrong all my life. There is a correct and an incorrect way to do it. This affects not just how the knot looks (straight vs crooked), but also how easily it becomes untied:
https://www.inc.com/minda-zetlin/theres-a-better-way-to-tie-...
I think Flask is like Ruby Sinatra and Perl Dancer.
I've used Dancer quite a bit. Some for larger apps (30+ pages)
This is how I typically lay out a Dancer app. Starting with a top level directory of application name, say "MyApp", I put the routes in different directories instead of jumble them all up in one file. As an example, lets use an app that handles and tracks customers and orders. So something like this:
(templates should have a similar layout in a separate 'Views' directory)
Routes/Customer.pm would handle basic requests like GET /Customer/list and POST or GET Customer/1
While routes handling json/ajax only requests (from jquery ect) would be in Routes/API/Customer.pm. Routes/API.pm would be an api for stuff that doesn't directly involve a Customer or Order object (perhaps returning json from an inventory table or something)
And if you get tired of requesting json just to convert it into html with javascript and you want the power of a template (without a SPA); I fetch that stuff with jquery .load() using the 'Component' routes (dynamic parts of a webpage). For example, perhaps when making a new quote, you select a specific customer and you want open orders to be displayed in a popup or inline div somewhere. Using jquery .load(), you would just easily fetch /API/Component/Customer/Open-Orders/<cust id#>, ect and then just inline the returned html. If you stick to a rule of "components can only return html and not cause a page refresh", you will keep from getting too big of mess with them.
This is just sorta a method I made from various best practices from other frameworks. Perhaps its barftastic, but I haven't been complaining about it.
I teach in a private school and the school resources my programs well, and I'm willing to kick in whatever else is needed. I chose the "crazy" because it's a better way.
https://github.com/mlyle/armtrainer
Most of the course was pencil-and-paper and the special computers come out at the end. If you choose to let the students get their 1 to 1 laptops out, there's a million additional distractions you have to deal with.
For the most part you don't need a lot of "stuff". And the stuff you have, it's better to get out sparingly so it's exciting and use of it is focused.
(I do coach 2 FTC teams and 1 FLL team; sure, computers are out more in those rooms, and there's capital costs to coaching a robotics team...)
> We have a bad teacher problem.
Don't mistake not being welcomed with open arms for the teacher being "bad". In many public schools, there's a whole lot of heavy management on hitting specific test goals and curriculum items. Your offer would likely not help the teacher in this task.
My closest experience with this is that I teach AP Microeconomics. In most classes, I have a lot of discretion on curriculum, etc. But this is an AP course, and the College Board stuffed the course 110% full of stuff I need to cover and my performance is measured by students' performance on the end-of-year exam.
If a Nobel Laureate wanted to come do a fun activity or give a talk in my econ classroom, I'd say no. I don't have the class time.
It's terrible: I have a few students that are independently game theory nerds. I have half a class period to talk about game theory in the context of oligopolies. If it were up to me, I'd gladly shear off some content to talk more/play with a subject that my students are passionate about...
I also have only 2-3 simulations/activities in the semester; with just a little bit less material I could have a lot less direct instruction and present the material in a way that is much more likely to be retained in the long run.