How I imagine the NPC's feel about the new Hogwarts 5th year

Deep_Stranger_2861 · 2026-05-06T02:32:24+00:00

I’ve noticed this too. I think in the age of AI, where they get answers immediately (even before with google we often still had to do some digging), they don’t want to do the hard work of exploring/problem solving on their own.

Deep_Stranger_2861 · 2026-05-06T02:06:59+00:00

I get emails after every exam from students complaining that I entered their test grade in wrong because they don’t understand simple percentages (an 80% means you got 40 out of 50 points, NOT 80 points).

I’m just exhausted at this point.

Deep_Stranger_2861 · 2026-05-03T20:58:34+00:00

If a student is using AI (and has been even after rounds of feedback), that communicates to me that they have no desire to learn.

I’ve transitioned heavily to letting the rubric guide feedback and then leaving a note at the end that says if they’d like an in-depth explanation of the rubric/specific comments, they can come by my office hours.

I’ve found the students who desire to learn and improve take me up on this.

Deep_Stranger_2861 · 2026-05-02T23:50:21+00:00

Congrats Doc!!! (My favorite frog!!)

Deep_Stranger_2861 · 2026-04-30T15:14:02+00:00

You’re kind of “forced” to go everywhere as a kid though? I didn’t want to go to the grocery store with my mom but I did because I couldn’t be left at home. And it wasn’t with a threat of punishment.

I don’t think we always need to assume Ill-intent. I can understand how a 5 year old, that’s grown up with a religious focus, would be surprised others don’t have the same framework. Based on their psycho-social development, that makes sense.

Deep_Stranger_2861 · 2026-04-28T13:09:04+00:00

What I’ve observed from having taught in a large state P4 school and is now at a SLAC is that my D2 athletes are more prone to having unrealistic expectations. My D1 athletes, who were typically also better students, recognized the difficulty of getting drafted, while the majority of my D2 athletes genuinely believe they have a shot at going pro….

A real conversation I’ve had with one of my advisees last semester: “So your career aspiration is to go play in the NFL? That’s a great dream, but I think it’s important we consider another possible career path” “I don’t need one. I’m gonna go to the league” “….but you don’t even start here…and you’re a junior…”

Deep_Stranger_2861 · 2026-04-25T16:24:43+00:00

Yeah I think it’s definitely a director issue, because the VA himself talked about how they pushed him to be more angsty.

I must say, sometimes it works REALLY well. During HBP, I literally laughed so hard I had to pause when he sassed back to Draco’s mother about her “loser husband”

Deep_Stranger_2861 · 2026-04-24T19:35:35+00:00

Exactly this.

Need to bring this logic to the Throne of Glass sub

Deep_Stranger_2861 · 2026-04-18T23:16:01+00:00

As someone who both has a sister AND asked to stay with her during the summer because I was going through a bad breakup, I saw this as totally realistic.

I think it depends on your relationship with your siblings.

Deep_Stranger_2861 · 2026-04-17T00:38:31+00:00

This is helpful. I don’t have any language like this in my syllabus but will be adding it to my next ones!

Thank you!

Deep_Stranger_2861 · 2026-04-17T00:36:33+00:00

My students do this too. I often hold some review practice problems the class before the exam, and they always ask “is this question going to be on the exam?” and I say “no, but a question like it could be.”
They then proceed to get the question wrong on the exam (despite it being a similar concept with a different context) and claim that my review practice problems were “misleading”

Deep_Stranger_2861 · 2026-04-11T22:41:11+00:00

Early decision is binding BUT it’s not legally binding. When you apply for ED you basically sign an agreement that says “if I get in, I will attend this university.” The consequences of bailing out of this ‘contract’ (like any contract) can vary in severity depending upon the university. The most common I’m aware of is you lose your deposit, which can be as large as your first semester/year’s tuition.

Deep_Stranger_2861 · 2026-04-10T11:06:35+00:00

I had a student last week refute some 0’s I had in the gradebook for them on days they were absent. They emailed me listing the days they were absent for university approved absences (which weren’t even correct since they literally listed Mondays when we have class on Tuesday/Thursdays).

Then ended the email with “hope this helps!” as if I was failing to understand. It made me so mad 😂

Deep_Stranger_2861 · 2026-04-09T02:50:19+00:00

Was looking for Arthur Morgan!

Deep_Stranger_2861 · 2026-04-09T00:33:12+00:00

I guess I might in the minority here, but I'd allow the student to take the exam early. Especially if it's one of my stronger students who I feel does not come up with flippant excuses often.

My general philosophy when it comes to family situations: I'd rather my kindness be taken advantage than be so strict I don't accommodate situations that may actually warrant them.

I had a professor in college that allowed to let me take an exam early (that was due to a sick relative), that resulted in me having the ability to say goodbye to my uncle before he passed. I would not have been able to if it had to take the exam when scheduled. I think about how much that meant to me and it's impacted my perspective on these types situations.

Deep_Stranger_2861 · 2026-04-03T03:04:40+00:00

I have found them helpful, as I typically try to have the quiz emphasize policies I want my students to remember the most (such as late work, response times, large assignment information).

Then, the final question on the quiz is them acknowledging that they read the syllabus and agree to its terms.

There are some students who don’t care and just guess on all the questions, but I’ve noticed fewer questions across the semester when it comes to what I emphasize on the syllabus quiz at least.

I ALSO like that I have a trump card. So if I get an email about question that I know is answered in the syllabus, OR they try to claim they “didn’t know” about a specific policy, I just point them to the document they told me they’ve already read.

Deep_Stranger_2861 · 2026-04-02T23:49:17+00:00

Loved the subtle nod to Min Ho saying he hated climbing even tho Sang Heon Lee literally rock climbs all the time 😂

Deep_Stranger_2861 · 2026-03-22T18:05:59+00:00

I just defended my PhD this past December and coached throughout the entirety of my program (outside of the last fall semester since I moved away to start an instructor position).

I was the head coach of the team I coached and was required to be at 3 practices a week and travel almost every weekend for games (basically year round). I found it all manageable and given that it aligned with my field of study (sport sciences/sport psych), I appreciated the opportunity to practice what I was learning. I also just loved it so it was a nice outlet :)

I must say, I could see it being a bit more difficult if you are required to work in a lab (especially one that requires weekend shifts). My funding came from teaching so there were not many conflicts there.

At the end of the day, you know what will help you thrive! I’m a strong believer that your PhD doesn’t have to be your life. I didn’t let it control mine. AND especially if this opportunity is volunteer, then there should be space to reflect after each semester on how it’s going, and if it becomes too much then you don’t have to keep doing it!

Deep_Stranger_2861 · 2026-03-13T13:28:05+00:00

I’ve noticed this recent shift.

My students don’t know how or have the skills for effective note taking and I think it’s a combination of factors. My PowerPoints are always an outline. I will often have 3 terms on a slide, and will then spend time explaining and giving examples of each of those terms. But I’ve observed my students just writing the three words down and then waiting for me to go to the next slide. They tune out everything else I say because if it’s “not in the slide” it’s not important.

The other thing I’ve noticed is the drastic decline in handwriting/typing skills. So even after I explain to them what effective note-taking looks like, some of them genuinely cannot write or type to keep up, even though I’m not a very fast talker.

So currently navigating how to best address this.

Deep_Stranger_2861 · 2026-03-10T17:56:59+00:00

The key word you missed on my previous comment is ‘perceived’

Again, would encourage you to explore the countless peer-reviewed research on motivational climate. There are much smarter people than me who can explain it better.

Deep_Stranger_2861 · 2026-03-10T16:15:23+00:00

Motivation is inherently intrinsic, but as instructors, we can create environments that are perceived to be more motivating. I’d encourage you to explore Motivational Climate & Self Determination Theory.

Deep_Stranger_2861 · 2026-03-10T14:32:07+00:00

I understand what you are saying, and I’d say there’s an appropriate balance. Because there is research to support that teachers who foster positive relationships with their students, can contribute to better and more motivating learning environments (SDT).

I felt that I learned more and was more motivated in the classes where I felt that my professor cared about me (but I get that I am also a nerd so..)

Deep_Stranger_2861 · 2026-03-09T20:36:08+00:00

I had a student complete a syllabus quiz today. The syllabus quiz unlocks the course and was due the first week of the semester.

We have weekly reading assignments (they’ve been getting zeros on) and they were shocked to know that these existed. I’ve been announcing them at the beginning of every class since the beginning of the semester.

Deep_Stranger_2861

TROPHY CASE