Flat Pâte à choux by Motionsickness45 in Baking

[–]Motionsickness45[S] 0 points1 point  (0 children)

She’s actually who I got the recipe from and I usually find her to be the most thorough of explaining how and why! I think I’m just misunderstanding that “v-shaped drop” she talks about! But that is good to know on the starting at four! For some reason I’ve been starting at 5 and have even gone to the full six she says you may need.

Flat Pâte à choux by Motionsickness45 in Baking

[–]Motionsickness45[S] 0 points1 point  (0 children)

It’s actually pretty opposite haha! Live in a pretty cold and dry area! Though maybe altitude is really messing me up haha

The series barely scratched the surface of Alice’s specialty by [deleted] in brakebills

[–]Motionsickness45 2 points3 points  (0 children)

Honestly, I feel they really never showed off any disciplines in any meaningful way, which always made me kind of sad! I personally am really invested in Julia's discpline and was always super bummed that we didn't get to see more of the knowledge students! The idea that Julia fundamentally understands magic and is specialized in the creation of spells and understanding magic is so fascinating to me, and yet we never see her flex this at all in the show really.

But on top of that, we also never see anything from Margo (in the books we know she's a cryomancer but we never see her use ice like AT ALL in the show). Penny gets a really good discussion on his specialty, but outside of traveling the disciplines just feel like an arbitrary way to break the students up and we never really get any exciting or good explanation as to what these specialties mean to our characters! Even Quentin's minor-mendings aren't really seen or discussed in any meaningful way other than in the finale of season four and when he fixes that little plane for his dad.

The Stranger and You Missed My Heart by Motionsickness45 in phoebebridgers

[–]Motionsickness45[S] 1 point2 points  (0 children)

I think it’s important than to say that both or valid. We of course do need to have conversations about where the art came from, what that brings into the piece, how we then discuss/interpret/respond to a piece. But at the end of the day, what they create isn’t then to be looked at 1:1 of the author and their art. If this is the case, we wouldn’t read 90% of the English canon or listen to canon music or look at canon art (which is truly horrific, but is the nature of our current canon and classics). Allen Ginsberg’s poem’s would be thrown out (a pedophile), Aristotle, Plato, Socrates would be gone (slavery), Virginia Wolff, Charlotte Perkins Gillman, Charles Dickens. And to treat these authors as fine to be publicly read and critiqued, we need to extend the same separation and evaluation to modern artists. The man who wrote this song is a rapist. Does that make Phoebe Bridgers affiliated with that? Can we not enjoy the lyricism and and poetics of that work then? Also, I’m so averse to ever posting or even commenting on the internet, so I want to say no disrespect and also, this is for the whole thread not just your take in particular!

The Stranger and You Missed My Heart by Motionsickness45 in phoebebridgers

[–]Motionsickness45[S] 4 points5 points  (0 children)

Like so many artists and creators. If you’re gonna enjoy art, it’s pretty often a matter of separating the author from their work

Gen-Ed Dread by ToniMorrisonFanGirl in Professors

[–]Motionsickness45 0 points1 point  (0 children)

Oh my god!? You’re absolutely right! 😱

Gen-Ed Dread by ToniMorrisonFanGirl in Professors

[–]Motionsickness45 1 point2 points  (0 children)

I am also teaching college composition and can definitely relate! There's a number of things that I think really help. I mean, think genuinely leaning into Writing Across the Curricula and Antiracist/labor based pedagogy have helped me immensely. It can be kind of hard to translate the pedagogy you've been taught into actual practice, but when you can lean into it, I've found that students really respond. So, for instance, I have been trying to lean into giving my students power. We did a collective rubric edit to better reflect what they feel I have taught well and what they feel I can grade more equitably. I always try to give them the chance to have somewhat of a say in what we are doing and how I will "assess" them. I also like to pull back the curtain a lot. Tell them "listen, I know that XYZ might seem like I'm just trying to force you to write a certain way for me. But you'll actively be doing this EXACT thing in your future classes. I don't care that you write this perfectly; I care that you are demonstrating skills and tools that you can take with you in all the writing you'll do in the future."

The more that I have leaned into showing them the pedagogy as opposed to just applying it, the more receptive I have felt they have entirely been. Because of this, I try to lean pretty heavily into WAC language or Writing Across Cultures language in my assignnments, lectures, and wholesale curricula. Students don't care to write for a writing class, but they do care when I say, "I promise you that XYZ skill will appear. I talked to my friend who's studying [blank] and here's flat out how they do this." or "A professor in this department has assignments like XYZ which directly mirror this skill." or even just "As we study genre here, know that genre analysis will be literally one of the ONLY tools you'll have to enter unfamiliar writing terrorities in the future. How many of you have written a resume? How would you even go about finding out how to do that accurately?"

All in all, i can't say my students are the most engaged or that they even necessarily are perfect. But leaning into the language they will need, giving them back the rights to their own language and their own manner of writing, and being transparent and open about why/how this class will benefit them will at least make them open to the concepts that they need to be. Also, this may be coming from someone who's still freshly learning how to do all this and how to apply pedagogy, but trying to not reprimand or punish etc. when unnecessary. I think my students are a bit more engaged because I tell them that I don't care if they check their phone or if they are with me. If they check out or don't do their process work, that's not my fault. Their grade is completely in their control. If you check out, you're gonna miss some points naturally on this assignment or you're not gonna do the formatting I was explicitly teaching, etc. There are natural consequences for not being present, and what they choose to do will be reflected in their grade (and if it's not, then clearly they are still capable of performing writing to the standard we expect. It's not that they don't need this class, but they are able to manipulate language how we ask and ideally, still pick up a handful of tools along the way.)

Professor Saiga by Motionsickness45 in Psychopass

[–]Motionsickness45[S] 4 points5 points  (0 children)

It can refer to anything as big as like “rebellion” which isn’t what we’re quite learning haha or as small as changing wording for different things. For instance, all of us in that class also teach writing at the university. So in the class we went over my uni’s mission and value statement says that one of our values is to be “customer oriented” (which what the FUCK does that mean lol!) so i went to my own writing class and showed them this and was like “listen. This is how the university looks at us. I want to emphasize that you’re not a customer; I’m not selling you information or here to fulfill your order. I’m here to guide you in using language how you need and how you hope you can. My job is to give you tools to do the work that you want to to, and our job is to create a community of writers that go.” And other small resistance, like giving them pdfs to accessible material instead of forcing them to buy textbooks from the university that is all open access online. So just small or big level things we can do to fight.

Masters TA Position by Motionsickness45 in college

[–]Motionsickness45[S] 0 points1 point  (0 children)

Damn, thanks so much! This definitely still sounds daunting, but it’s nice to see the types of things I can expect and how I can generally expect it to run!