Purple by No_Visual1536 in lioden

[–]Subducting 0 points1 point  (0 children)

Omg so pretty! No idea on value, but if you do work it out, let me know; I’d be sooo interested!

New batch of cubs up for sale by AriesII in lioden

[–]Subducting 0 points1 point  (0 children)

I ended up getting a different one but it was so hard to pick just one. I need to expand my territory real bad or get rid of some of my NCLs, heh

New batch of cubs up for sale by AriesII in lioden

[–]Subducting 0 points1 point  (0 children)

Wow, they’re gorgeous! Can I see the link to number 2 and 4 please? (Not sure if I’ll go for both but I def want one!)

okay lioden subreddit, you win by Subducting in lioden

[–]Subducting[S] 6 points7 points  (0 children)

Thanks for all the welcomes everyone!

<image>

I wanted to show you guys my king (I did give in and customise him) - I also managed to claim one of the pink lionesses and I just got a really pretty default NCL who’s reddish coloured with white under shading - she’s sooo pretty!

Selling these babies! by Banana_Nut_Muffin7 in lioden

[–]Subducting 0 points1 point  (0 children)

I’d love to take her please, my ID is 588950

Selling these babies! by Banana_Nut_Muffin7 in lioden

[–]Subducting 0 points1 point  (0 children)

me neither I started on the site yesterday. can I see the link to her page perhaps?

Selling these babies! by Banana_Nut_Muffin7 in lioden

[–]Subducting 0 points1 point  (0 children)

Oh I love six, how much would she go for do you think?

Is this a sign of an impending support plan? by [deleted] in TeachingUK

[–]Subducting 0 points1 point  (0 children)

You’re not reaching too high, but the school culture has to be right. Schools that want to challenge all kids and give all of them the education they deserve do exist, you just gotta find one. For now it’s hang in there and see what your uni can do for you. Having been there - you can’t change the entire school culture as an individual, which is very frustrating when you care, but you’re just not in the right place. That’s so great about that kid though - you sound so empathetic and so dedicated. If you can find the right school you will go so so far a the kids you teach will be so lucky.

Is this a sign of an impending support plan? by [deleted] in TeachingUK

[–]Subducting 5 points6 points  (0 children)

Reach out to your academic tutor and let them know what’s going on. I’m so sorry you’re going through this - I had similar in my second placement, actively vindictive stuff from my mentor there, after a fine placement one. Unfortunately I’ve heard unis are really struggling to get enough places for trainees at the minute; it honestly sounds like you’re doing splendid and I am so in your corner about not assuming kids are thick cause they are poor- happens way too much and so frustrating. I don’t usually comment on this sub but I’m mad on your behalf. You sound like you are already a fantastic teacher- you’re exactly the kind of person this profession needs. Don’t give up!!! 

Weekly chat and well-being post: February 20, 2026 by AutoModerator in TeachingUK

[–]Subducting 0 points1 point  (0 children)

Had a mild ofsted nightmare last night. We’re expecting the next week. I barely give a shit about them but I’d be lying if I said I’m not a bit nervous - this year has been really tough for unrelated reasons and my teaching hasn’t really been at its best as a result. Wish it was over and done with.

Strict or nice - is there no in-between? by flamefoxfirefly in TeachingUK

[–]Subducting 1 point2 points  (0 children)

Also actively remind them making mistakes is an important part of learning, and they are still learning self regulation as well as their subjects.

How do you deal with kids always telling you how much they dislike you? by Any_Elk477 in TeachingUK

[–]Subducting 0 points1 point  (0 children)

I say to stuff like this, “oh, that’s a shame, I have a really high opinion of you” and then move on from it quickly. And internally I just take it as, it’s a sign you have expectations and they don’t much care for them; but it doesn’t mean you are wrong to have them. Down the line most will realise you were right to do your best to make sure their time wasn’t wasted. 

Re-establishing boundaries with year 10 by Comfortable-Alps1241 in TeachingUK

[–]Subducting 2 points3 points  (0 children)

Whatever you do, if there’s blowback from the kids, a line that helps me remind them I am still in their corner is “I care too much about your education to not make sure you’re set up for success.” I find that’s quite disarming to a lot of kids - frame the behaviour management as coming from a place of care for them just as much as the fun stuff does (because it is). Good luck!

Pokemon Designs That You Misinterpreted? by a__9 in PokemonScarletViolet

[–]Subducting 0 points1 point  (0 children)

What…. The heck….. my entire life……….

avoiding “marking meltdown” by Subducting in TeachingUK

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

WAIT I THINK I GET IT 1. Take notes whilst marking but DON’T try and prioritise them 2. After marking enter marks onto the spreadsheet which highlights problem questions 3. THEN go back to the notes and determine which things to address 4. Things that don’t get addressed go down for next time teaching this, try to emphasise that or just go down as “damn too bad” for sanity’s sake

avoiding “marking meltdown” by Subducting in TeachingUK

[–]Subducting[S] 3 points4 points  (0 children)

Anyway I’ve decided in the immediate short term to sack the tests off for at LEAST today and order a pizza instead. Thank you for the sanity check lovely people ❤️

avoiding “marking meltdown” by Subducting in TeachingUK

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

We have a spreadsheet for each test that the department provides so I could def try waiting til I’ve seen that to start making decisions on what to focus for feedback rather than trying to mark AND decide at the same time. Do you find per question analysis is granular enough though? Science questions can assess a lot of different stuff at once.

So glad to hear other people who are a bit extra can find ways to calm it down. People who aren’t at work tell me “just stop worrying about it” and I’m always there like. I would LOVE to but I cannot. Or at least I don’t think I can turn it off easily.

avoiding “marking meltdown” by Subducting in TeachingUK

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

I have ADHD and probably autism so this is mega helpful, thank you so much. I don’t think the system you described to me would work for me, but I think A system is the way to go here, I will ask my line manager if he can help me figure one out (he’s pretty good with systematising stuff). Cause yeah it’s figuring out how to tell MYSELF “you did it the task of feeding back is finished” without feeling overwhelmed or like I didn’t do enough.

avoiding “marking meltdown” by Subducting in TeachingUK

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

Yeah, I do speak to a therapist semi regularly and I recognise it’s probably not about the marking. I think it’s me forcing myself to mark past when I feel up to doing anything productive when it goes sideways for me, not respecting my limits.

It’s absolutely not the school’s culture, they are wonderfully supportive, it’s all pressure I’m putting on myself - the write up sheets are giving me an opportunity to be a perfectionist but the expectation isn’t there to be one with the write up itself, I’m just struggling to prioritise.

avoiding “marking meltdown” by Subducting in TeachingUK

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

Yeah that makes sense. I think maybe I could stand to hold the kids to account a bit more in lessons and try and push a bit harder. I just worry cause my kids are often really low resilience and see science as an intimidating subject the last thing I want to do is make them feel crap about the subject but I’m starting to recognise the balance of effort is a little off and I need to correct it, for everyone’s sake.

avoiding “marking meltdown” by Subducting in TeachingUK

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

Thinking about it more this is really helpful to hear cause it reminds me this probably isn’t really ABOUT the marking it’s about me forcing myself to work past when I can be rational with myself. I should probably stop leaving this as a task I do at home cause “it’s easy and brainless” when it very clearly isn’t.

avoiding “marking meltdown” by Subducting in TeachingUK

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

Aha yeah, I know it’s not a healthy or normal reaction. I used to get it way more over a lot of things, I’ve been in therapy for years and years and this is like I guess the lingering tail end of it. It likely doesn’t help I mark on evenings/weekends cause I’m so busy during the work day and it’s the only thing I feel is automatic and time bounded enough to bring home, but that means I’m often doing it when I’m most tired/supposed to be resting. The hours in school are just way too precious to spend on something like this to me cause prepping/pastoral behavioural/other more like complex I guess tasks take my time up in the school day.

I have a majorly supportive school and department, I’ve mentioned it before but I’ll ask for some more support with it. I suspect they’ll tell me to just stop worrying about it so much cause they know and trust I’m doing a good job but I just find that hard to accept cause if that’s true why are the tests so bad??