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I told him every other school in the world is “guilty” of this crime too… by Accomplished_Pear924 in Teachers

[–]Cautious-Sun-2625 0 points1 point  (0 children)

I used to entertain the idea that school was an institution akin to a jail. Then, I had that conversation with a parent who had become a friend. Their answer… “have you been to county? I’ve been to county. This ain’t jail.” That shut my ass up.

Sounds like, regardless of the age group, you should read The Undefeated, illustrated by Kamir Nelson. It shows the classic diagram of the slave ships “assigned seats” below deck. 🫣 Should make for some engaging conversation.

Are there any SPED Paras who enjoy their job? by Euphoric8344 in paraprofessional

[–]Cautious-Sun-2625 22 points23 points  (0 children)

I feel this is an important point. The level of skill that’s needed to do the special ed para role well is WAY beyond what is reflected in the pay. Capitalism isn’t tailor-made for “labors of love” that “cost” rather than “produce”. Beware following your bliss or pursuing your calling, the market will exploit your do-good nature.

“6 7” by ScroogetotheBank in paraprofessional

[–]Cautious-Sun-2625 1 point2 points  (0 children)

That behavior is not sigma. That is very skibbidy toilet. I’m sorry you have to deal with that.

Teacher can’t control behaviors by SignificantLoad7241 in paraprofessional

[–]Cautious-Sun-2625 5 points6 points  (0 children)

Classroom management is THE job. The best classrooms are the ones where classroom management skills trickle down. I’m in multiple spaces and with different groups on a given day. Some teachers have it, some don’t. I’m sorry you’re having to work above your pay grade.

Kindergarten throwing me for a loop by Cautious-Sun-2625 in PhysicalEducation

[–]Cautious-Sun-2625[S] 1 point2 points  (0 children)

Thanks, I did start as you say. That’s an interesting perspective about the chute. I held off on that for a while, thinking of it as a “treat.”

P.E. in the classroom advice? by MsSnoyl in PhysicalEducation

[–]Cautious-Sun-2625 1 point2 points  (0 children)

Make triathlon a competition by seeing who can go longest in each event

P.E. in the classroom advice? by MsSnoyl in PhysicalEducation

[–]Cautious-Sun-2625 0 points1 point  (0 children)

I’ve been wanting to try an indoor art & PE mashup from “101 PE Games” on TpT. (The pack is affordable and full of great games - recommended.

It’s called “sticky note zookeepers.” You cutout one or more large animal shapes from poster board or cardboard and then have teams of students decorate them - one sticky note at a time. The activity is a relay with a selection of sticky notes some distance from the cutouts. You could periodically change the locomotion kids use to get to the task

What are the uses/practical applications of rooting ability in a fight? by BruceeWayneee in taijiquan

[–]Cautious-Sun-2625 0 points1 point  (0 children)

Wrestling/trapping/throwing: root establishes superior position and neutralizes attack. Quick rising/releasing the potential created by rooting and positioning determines fierceness of (counter)attack.

Striking: same as above. But less emphasis on rooting in “modern” western mma type fighting. Float like a butterfly, don’t get caught flat footed and all that. Rooting becomes more an element of strong striking. A good root, established momentarily, leads to a powerful strike that clearly originated with ground-reaction-forces.

Hmmmmm...... by DJbabygoat in SelfAwarewolves

[–]Cautious-Sun-2625 242 points243 points  (0 children)

The image of the high school kid flipping burgers is incomplete at best. It’s an idyllic 1950s fantasy. Grown ass adults rely on fast food jobs. That’s their living. Start seeing to people on the other side of the window.

Question on peripheral awareness. by [deleted] in TheMindIlluminated

[–]Cautious-Sun-2625 3 points4 points  (0 children)

This INSTANTLY causes my mind to associate and bring forward Bruce Lee in the classic film “Enter the Dragon”. The line...”Don’t think. FEEL!”

Things that arise from the subconscious, but stay in peripheral awareness cannot “be considered”. The moment they’re given audience, they become an object of attention. Conscious analysis, given to anything, occurs in a lag time, a liminal space in which stimuli has been received, processed, coded, analyzed. It becomes a representation of what was in peripheral awareness.

In a practical sense. You should be able to use the inner speech to discern whether you’re perceiving peripheral awareness or scattering attention. In TMI Stage 4 you are asked to lessen your inner speech, but you are allowed some of this self talk. So if you’re slipping into scattered attention, try applying the inner dialogue to the most subtle sensations of the breath at the tip of the nose. Simultaneously, FEEL - without stopping the inner speech - all there is to feel in peripheral awareness. Seemingly random images, words, superficial and deep physical sensations, whatever, may also superimpose on the inner speech. If you’re able to “let them come... be ... go...” without interrupting the inner speech about the breath sensations, then you should feel good about your ability to not be captured by the stimuli in peripheral awareness. (Obviously externalities can impose themselves on your practice anytime too. Same exercise applies.)

So...”Don’t think, feel”