As the title hints , currently my goal is to improve flexibility, exercise form and posture.
My main struggles are anterior pelvic tilt, forward head and weak core. Therefore, I have attached two videos where you can easily identify those problem areas.
I am seeking for specific advice.
Thank you
I went for a walk. Got back home, this happened. Is this allergy for polen? Should I worry? What can I do?
I spent lots of time studying and using my computer for work so I wonder if I do, because I think I have hiperlordosis and rounded shoulders
I spent lots of time studying and using my computer for work so I wonder if I do, because I think I have hiperlordosis and rounded shoulders
I never really wear my hair up, but I’ve been thinking about trying different hairstyles and wanted some honest feedback.
Wha do you think about this bun in all honesty? Also I’m open to any hairstyle ideas that you think might fit my face/features better.
I never really wear my hair up, but I’ve been thinking about trying different hairstyles and wanted some honest feedback.
Wha do you think about this bun in all honesty? Also I’m open to any hairstyle ideas that you think might fit my face/features better.
Hi everyone! I’m planning the first session of a new unit for 4th grade Primary English school.The main goal of the warm-up is to detect prior knowledge about the topic vocabulary. My class has 20 students and includes a student who has ASD, another who has ADHD and two slow learners.
I’m comparing three thinking routines:
Option A – Quick Write / Quick Draw
A head divided in two halves: one side for a quick drawing, the other for words or short sentences about the topic. 4 minutes. Done again in the last session to compare both versions.
Option B – Black Chocolate (Knowledge Cake)
A layered cake graphic organizer. In session 1, students only fill the bottom layer: “Something I already know about the topic” (words only or icons, or both). They complete upper layers throughout the unit. By the last session the cake is full and they can see how much they’ve learned.
Option C – 3-2-1 Bridge
Students write 3 things they know, 2 questions they have and make 1 drawing. They repeat the exact same exercise in the last session and compare both to see what changed and whether their questions were answered.
Hi everyone! I’m planning the first session of a new unit for 4th grade Primary English school.The main goal of the warm-up is to detect prior knowledge about the topic vocabulary. My class has 20 students and includes a student who has ASD, another who has ADHD and two slow learners.
I’m comparing three thinking routines:
Option A – Quick Write / Quick Draw
A head divided in two halves: one side for a quick drawing, the other for words or short sentences about the topic. 4 minutes. Done again in the last session to compare both versions.
Option B – Black Chocolate (Knowledge Cake)
A layered cake graphic organizer. In session 1, students only fill the bottom layer: “Something I already know about the topic” (words only, no pressure). They complete upper layers throughout the unit. By the last session the cake is full and they can see how much they’ve learned.
Option C – 3-2-1 Bridge
Students write 3 things they know, 2 questions they have and make 1 drawing. They repeat the exact same exercise in the last session and compare both to see what changed and whether their questions were answered.
Hey! I was wondering how do you work phonics with your students?
I teach English in Primary Education. I’ve been thinking about using Isabelle from Animal Crossing as a narrative thread throughout the school year.
My idea is that Isabelle leaves her island and moves to Buckingham Palace to work as a royal assistant. Each unit would become a different “royal mission” that students need to complete in English.
For example, they might help her organize a royal tea party, welcome international guests, solve a palace mystery, or prepare for a ceremony.
Does this sound too crazy for you? How could I justify it?
I teach English, and I’ve been thinking about using Isabelle from Animal Crossing as a narrative thread throughout the school year.
My idea is that Isabelle leaves her island and moves to Buckingham Palace to work as a royal assistant. Each unit would become a different “royal mission” that students need to complete in English.
For example, they might help her organize a royal tea party, welcome international guests, solve a palace mystery, or prepare for a ceremony.
Does this sound too crazy for you? How could I justify it?
I teach English in Primary Education, and I’ve been thinking about using Isabelle from Animal Crossing as a narrative thread throughout the school year.
My idea is that Isabelle leaves her island and moves to Buckingham Palace to work as a royal assistant. Each unit would become a different “royal mission” that students need to complete in English.
For example, they might help her organize a royal tea party, welcome international guests, solve a palace mystery, or prepare for a ceremony.
Does this sound too crazy for you? How could I justify it?
I teach English, and I’ve been thinking about using Isabelle from Animal Crossing as a narrative thread throughout the school year.
My idea is that Isabelle leaves her island and moves to Buckingham Palace to work as a royal assistant. Each unit would become a different “royal mission” that students need to complete in English.
For example, they might help her organize a royal tea party, welcome international guests, solve a palace mystery, or prepare for a ceremony.
Does this sound too crazy for you? How could I justify it?