I'm curious if there's anybody here who's like this. Either doing it without writing things down, or doing it minimally. I don't know why but I find it very difficult to do, and it stops me from actually learning/studying. I feel like it slows me down, significantly. It also feels like a chore. I feel like part of this may be because I'm in information security? Like, there's a lot of reading and researching going on, then immediate practicing and applying. Even when I have to take tests. I just read and listen or whatever else and that's it. Maybe in other fields, taking notes is a big thing, or maybe it's just me. I also have other interests, but yet still, I simply can't bring myself to write things down. I just prefer to absorb everything, in whatever pace I like, sometimes it's slow, sometimes it's fast. If I ever decide that I'm going to take notes while learning/studying, I'd stare at my notebook/software for a very long time. I'd sit with one chapter/slide for quite awhile. At the same time, I truly admire people who take notes and write stuff. I do wish I was like them sometimes. Is anybody out here the same? Even though I really want to hear from people who are similar, everyone else can join the discussion too. What do you do? How do you do it? What is your preference? Do you think there's a "better" way to do things? Could taking notes be "superior" to the opposite?

Overall band score 8.

What's the next step? I am an Indian and wish to pursue a master's program in the US.

Should I prepare for the GRE and apply for spring semester? Total newbie about all of this university stuff.

Thanks in advance.

As my school project this year, I'm making a metasearch engine for courses (any type, online/offline, free/paid). I could just add the websites I know myself but school requires us to provide a detailed explanation of how we did "market research", so I'm asking here.

What websites do you usually go to first to when you want to learn something? It should preferably be something which is not exclusive to IT, but those websites are fine as well if they're really good.

Recently my daughter (third grade) has started learning to type at school. It's a Montessori program, so it's a pretty low tech environment overall, which I mention because I don't necessarily expect them to have a nuanced view of technology issues.

One of the typing programs they use is nitrotype.com, which adds a competitive gameplay element. However, it also has mechanism to friend another player. Friends can only communicate with stock phrases, so there's not too much "Internet leakage" beyond being able to choose a username.

I set it up for my daughter on her Linux Chromebook (I whitelist things I want her to have and everything else is blocked at DNS). Seeing her interact with it the first time, I realized that she spends as much time "adding friends" as doing the typing.

On its face, this activity is pretty harmless. But I am worried about the patterns it might be creating for her. I'm worried about her uncritically engaging with the dopamine hit of getting a new friend. Or how it shapes her idea of how many friends she has or where idea of her self worth comes from. Or what she thinks friends are.

So after that long preamble, here are some questions:

• How would you explain "friends" in this context?
• Would you distinguish them from other kinds of friends, either real or virtual?
• Would you attach a moral component to the activity? E.g. that it is good/bad or helpful/harmful
• How would you frame it to the teacher? Not so much in terms of whether or not they should do it in the classroom, but what kinds of conversations should they be having about the friends experience?
• If I'm asking the wrong questions, what questions should I be asking instead?

I'm really interested in seeing the perspectives people have on this. My own ideas are a bit murky, but I will put them down as a comment.

First of all, this is a lot about me and myself and I'm sorry it's a bit self-centered; it's been bouncing around my head and I want to get it out somewhere. Please let me know if this isn't appropriate here.

Secondly, teachers or those in training to become one: I want to hear your thoughts on this question.

Why am I becoming a teacher?

I've been finding that I'm asking this question of myself a lot lately. My goal is and always has been the same for years: I want to teach, I feel good teaching, I feel I have a purpose and that purpose has been what's driven me forward when I wanted to give up. Truly though - why do I want to be a teacher?

I could do the same style of work in other settings. I could become a tutor, self-employed or otherwise, and assist students in a specific capacity. I could be a YouTuber, creating video essays on self-researched subjects of passion. I could be a writer, bringing the same content through literature to a wholly different audience. In all of these, there is the potential to make more money, reach a wider audience, and leave a more indelible impact upon the world.

So, why am I becoming a teacher?

15 years ago, I dropped out of college, suffering depression. I wasn't the only one depressed; aside from the millions of others reeling from mental health issues, the economy was entering a recession in 2008. I was a NEET - jobless, out of school, and seemingly stuck. My family (read: my dad, stepmom, and sisters) had abandoned me - they had other matters to worry about than their wayward son - and I was fortunate my mother whom I'd dissociated from years before reached out to me. With her help, I got back on my feet, moved across the country, and began looking for work with slight hope. I volunteered one day to read at the school she worked at, and the teacher in the room went to the admins and demanded I be hired on the spot. I was.

Thus began a journey of discovery. I was good at something, and I felt good about doing it. I felt something to replace my depression and self doubt: worthiness.

Over the years, I honed my craft and continued sporadically attending school - when I could afford it - in order to become able to lead my own classroom in our private school/daycare. That was 7 years ago, and I've been teaching prek (4-5 year olds) since then. I'm able to teach reading, writing, mathematics, chess, life lessons, history, biology, astronomy, geology, entomology... the list goes on and on. I have a passion for learning, and for sharing that learning.

Is that why I am becoming a teacher?

The biggest obstacle to achieving my ultimate dream - teaching in public schools - was always the degree. I had dropped out of college twice - in 2008 and again in 2013 - before finally completing an Associates degree in 2016. I felt that, financially, getting my bachelor's would never happen. Massive student loan debt (private debt north of $30k) and low wages in childcare meant I wasn't getting anywhere. Life changes though, and the stars aligned - the private debt was written off, I got out of defaulting on my federal loans, and just in time to qualify for a state program to get me in school again and have a full ride scholarship. It was happening!

Now we live in a post-pandemic world... Do I still want to become a teacher?

At first, attitudes were siding with teachers. There was sympathy for their struggles and worries, the low pay and high barrier to entry. That quickly changed, as it did for medical workers and others in the pandemic world. Teachers struggle more now than they have before. Fewer resources, more troubled students that desperately need help, more resistance from parents and communities trying to prove that teachers and schools aren't necessary in the way they have been, and more burnout and shortages across the nation.

I see all this and yet I press on. Why?

The thing is, I'm not sure. My resolve is strong and I've been persistent and diligent in my schooling. I've worked too long and hard to give up this opportunity. Why do I still want to teach, though? Why not find an administrative job with potentially more pay and better work environment? Why not leave education altogether and use my skills elsewhere?

It comes back to what drove me forward in the first place: purpose. I feel in direct connection with the future by doing what I do. I feel like in some miniscule, imperceptible, but meaningful way, I can help create a better world tomorrow by doing what I do today. It gives my life meaning, and nobody and nothing can take that from me. I've changed hundreds, potentially thousands, of lives already. Students return years later to tell how much I meant to them - these are students I had known at ages 4 and 5 who still remember me a decade later!

So, why am I becoming a teacher?

Because someone has to do it, and that someone might as well be me. I enjoy my work, I enjoy the ups and downs, I enjoy the struggles and challenges and overcoming them, I enjoy making difficult topics understandable to young minds, I enjoy what I do even when I hate it. To me, that's love.

With good luck and a positive outlook, I'll be graduating with a degree in Early Childhood Education next September. It may not be prestigious, it may not make me a lot of money, but it will allow me to continue on the path I've set myself. Thanks for reading.