Professor Skies

January 18, 2013 11:55 AM
Selina was pleased to be back for a second year of teaching. Teaching in a proper school was much more preferable, in her mind, than taking on individual tutees, many of whom were spoilt little brats. Plus you saw more change in a school. Her first year of RATS students had graduated, a new set of first years had moved in and in this, the intermediate class, the familiar faces had grown a little older, some beginners had moved up and some older students moved on. It was nice to watch them all progressing.

“Good morning, class,” she called, bringing them to order once the bulk of the class seemed to have arrived. “Welcome or welcome back to Intermediate Transfiguration. For those who were here last year, some of this may sound familiar but I hope you don't begrudge your new classmates the overview.

“This is the block of your studies where you will work on animate transfiguration, that is those involving living things. Many people find this a daunting prospect. Mistakes happen but accidents rarely do, in that the creatures with which you are working are not often caused pain and are almost never permanently harmed by your actions. Imagine you are Transfiguring something into a stick insect, as we will be doing today,” she had deliberately chosen this not only as a relatively easy task but also because people got a lot less sentimental about insects than mammals and thus it might ease them into the idea of working on living things, “You must imagine that a hypothetical, fully formed stick insect exists elsewhere. When you transfigure, you are bringing forth elements of that creature but they still remain connected to the original whole. This is why part transfigured animals do not bleed to death or immediately go into shock. I am happy to discuss the theory further with anyone who is interested, or to address any ethical concerns that may remain.

“Now, to today's class,” she stated crisply, in order to bring back any of the older years who had let their attention wander during that familiar part of the lecture, “In my classes, there will always be a fifth year assignment and a third year assignment. Fourth years will usually be welcome to choose between them depending on their comfort level, although there may be times when I encourage you to move on, or set you a different task. That is not to say that third years may not attempt to explore the more advanced material. If you successfully complete your own assignment, you may begin to work on the harder task for the day. Or, if they will have you, observe and ask questions of those in the older years working on it.” The end of term feedback forms she had given to students last year had suggested that some of them were frustrated by having their class content capped, and thus – although she still firmly believed in differentiating the curriculum for the different years – she had decided not to impose such limitations this year.

“Today, the third and forth year task will be transfiguring sticks into stick insects. As the box comes around for you to choose a stick, consider how this choice will make your task easier or harder and choose accordingly,” there were more sticks than people, and so hopefully even those who received the box last would have a choice. “The forth and fifth year task,” (she had thought long and hard about how to label these tasks and although this name did not reflect her invitation that third years were welcome to try it, she had felt 'stage 1 and stage 2' or 'beginner and advanced' were both demeaning to those not doing the harder task, especially those forth years who wished to break themselves in gently, which was a perfectly valid approach), “is to transfigure a pot plant into a stick insect. There is some debate in Tranfiguration over whether living to living is harder or easier than non-living to living. Some hold that working with two complex organisms increases the work load, whilst others site the shared feature of animacy as reducing it. The middle path suggests the similarity of the life forms in question is what determines which of these is true and thus varies for any given pair. I am of the opinion that it makes it harder, in this case, although even if I am wrong, the pot plants are less physically similar to stick insects than the sticks, so should still give you an adequate challenge.

“The homework task for all of you will be to summarise that debate and the evidence for it, along with exploring any other features which determine the difficulty level of animate transfiguration,” she explained. Behind her, the chalk scribbled the details on the board, including a brief summary of the debate in question, for any third years who had stopped paying attention whilst she discussed the other task.

“The incantation for today is insecare, with the emphasis on the second syllable. You will need to use a short wand flick which runs parallel to your stick – for those using plants, obviously this will be vertical,” she explained, moving her wand up and down through the air, starting at her shoulder and dropping, “Those using sticks, I suggest using a horizontal movement,” she flicked left to right, “although if you find it easier to do it vertically – the other kind of vertically,” she added, to indicate that she meant away from their body, rather than balancing the stick on end, “then that should work just as well. It's whichever is most comfortable and natural for you, so have a play around first. Your desks are charmed to prevent the insects escaping should you be successful. Off you go,” she smiled, assuming that they knew to call on her or their neighbours if they needed help.

OOC – usual rules apply. Minimum 10 sentences, 200 words. Selina would stop any accidents before they get out of hand. Tag her in the subject line if you need her.
Subthreads:
0 Professor Skies Intermediate Transfiguration - a sticky situation 26 Professor Skies 1 5


Sully Quincy, Pecari

March 06, 2013 3:36 PM
Sullivan had known fifth year was going to be horrible. The CATS waited maliciously at the end and all the teachers would no doubt spend the intervening time torturing them all in some misguided belief that it would help. Sully was unconvinced anything could.

He had almost forgotten that Transfiguration was going to be even worse than the rest. The unwelcome reminder came when Professor Skies explained the class format to the third years. As a fourth year, he had never moved beyond the easier assignment given to the third years. This was not because he was lazy and was trying to avoid extra work. No, it was because the easier assignments were still too hard for him to master and trying the harder stuff would just be downright suicidal for his grade, which was already Poor at best. Heck, he couldn't even get a toothpick to turn into a needle half the time, nevermind anything to do with animate transfigurations.

Now he didn't have a choice. As a fifth year, he had to do the harder one. This year sucked.

As the box of sticks passed by him, he was sorely tempted to take one and do the easier version of the spell anyway. He didn't, though, accepting a potted plant instead amd regarding it with a sense of hopeless doom.

His first attempt predictably had no effect at all. His pronunciation was fine, and his wand motion paralleled the stem just as it should, but transfiguation required confidence that something would happen even more than other wand-based subjects, and his was non-existent. Worse, he knew that was why it wasn't working, but he had no idea how to get the needed confidence without succeeding, but succeeding needed confidence. It was a horrible catch-22 that he could see no way to escape.

He sighed and sat back in his seat wishing ferverently for the class, and the year, to just be over already. Of course, even dropping Transfiguration wasn't going to make sixth year any better. He had not been ready to advanced to intermediate classes in third year. He was even less ready to face advanced classes next year. He started behind everyone else and every year it seemed like the gap between him and his classmates got bigger rather than smaller.

He probably should have told somebody when he realized he was drowning instead of treading water, but it seemed too late to bother now.
0 Sully Quincy, Pecari Potentially my last Transfig class thread 0 Sully Quincy, Pecari 0 5

Professor Skies

March 07, 2013 2:20 PM
Once she had set Aria some additional theory questions, Selina turned her attention to the rest of the class, passing between the rows with a 'good' here or a 'flick a little more – it's all in the wrist' there. Glancing down one, she saw Sullivan, staring miserably at nothing in particular. The plant on his desk looked identical to when she had handed them out. He was not a high scorer by any stretch of the imagination, but he had always turned in his homework in in more or less the state she had requested. She was sure she would have noticed if he spent most of the class just sitting there. In short, he was not someone she had pegged as lazy, just not the brightest button in the box, and thus this behaviour was uncharacteristic. With his CATS just around the corner, and perhaps being well aware of his own limitations, that might well explain the current vacant stare.

She walked over, gently placing a hand on his shoulder to try to bring him back to the here and now. She smiled in what she hoped was a reassuring fashion – no student liked being caught day dreaming and she didn't want him to think that she had come to chastise him.

“You look like you have a classic case of CATSitis,” she informed him. She considered her next remark. There was the fact that it was still early in the year, that he might have just stepped up to this level and that there was still time... Whilst true, those sounded like fairly bland platitudes. They weren't really going to solve his problems if he found them too difficult to believe. She would have liked to be able to stroll up to him, pinpoint his problem exactly and tell him the answer but students did have this terrible habit of being complicated people with minds of their own, containing an awful lot of things that they didn't give away. It made her job that much harder and meant that the best approach was usually the broad one... “Would you like to tell me why that is?” she asked softly, keeping her voice at a confidential level which included only her and Sullivan.
13 Professor Skies That seems a shame 26 Professor Skies 0 5


Sully Quincy, Pecari

March 07, 2013 3:29 PM
Sullivan jumped a little when a hand landed on his shoulder, but he managed to refrain from yelping or any other really embarassing behaviour in front of the whole class. Bad enough the professor caught him staring out at his doom instead of at least making an effort at giving the potted plant bug-like features.

His expression of simultaneous dismay and contrite apology faded in favor of one of wry amusement as she accused him of contracting CATSitis. Then that, too, faded, leaving him just looking hopeless and depressed. He turned to the plant, because it was easier to talk to something that couldn't look disappointed.

"I can't do it," he admitted glumly. "And I know I can't do it because I think I can't do it, but that doesn't change that I know I can't do it, because I haven't ever been able to do it right. Sometimes, I can get partials, but I don't think I've pulled off a whole Transfiguration since second year, and that only happened because the first lesson was easy enough for first years who never held a wand before!"

He drew in a deep breath, then let it out again. "Sorry, it's just really frustrating, because I might have been able to do something with the stick, but this thing is just impossible." He gestured sharply at the plant mocking him with its plantness and scowled at it direly. "I already know I'm going to fail my CATS. Plant Guy is just rubbing it in."
0 Sully Quincy, Pecari You only say that because you can do Transfigurations 0 Sully Quincy, Pecari 0 5

Professor Skies

March 07, 2013 5:54 PM
Professor Skies listened as the word's tumbled out of her student's mouth. So, the problem seemed to be just about everything, at least with her subject. Poor Sullivan... She felt a pang of guilt. To be stressed by CATS was one thing but to feel that he had never been able to achieve anything in the subject....

“Well, it sounds like you started off on the right foot. That lesson for people who had never held a wand before.... You completed it. Most of the people who were having their first lesson probably didn't. So, you can do some things. But somewhere between here and there it sounds like you've lost your way. And it sounds like I need to do something about helping you find it again. I don't want you to fail. I know not everyone can score an O but I like to think everyone does as well as they can. And you are better than getting a failing grade. You didn't fail my class last year. You will learn more this year. They put a big, scary label on the fifth year exams but it is just the next end of year exam.

“If you would prefer to work on a stick, then let's start there. Because the last thing I want is for you to feel hopeless. It sounds like we might need to take a few steps further back to find where you last felt comfortable. Would you like to come and see me during my office hours, so that we can work out where that was, and how we can help you find your feet again?”
13 Professor Skies No, it's cos I want the most minions 26 Professor Skies 0 5


Sully

March 07, 2013 8:19 PM
He nodded a little reluctantly as Professor Skies belatedly praised his progress in second year. Knowing how poorly he'd done since then sort of took the glow out of it, but it still helped him feel like he wasn't a complete loser in the subject. He made a sound in his throat that even he didn't know how to interpret at the idea of getting an O - not just in Transfiguration, but in anything - on his CATS, and while it was true he hadn't failed Transfiguration last year, he was pretty sure it was only by the skin of his teeth.

Still, an A on his Transfiguration CATS would be a huge deal for him and if he had to do a little extra work during Professor Skies' office hours, a pass would be worth it. He was still less than convinced such a thing was even possible, but he'd give it a try for a little while to see if there was improvement, anyway.

He nodded slowly, "Yeah, that works," he agreed. "What time are your office hours again?"

In the meantime, he'd see if he could give a stick legs and maybe some eyes.
0 Sully Oh, well, that's all right then. 0 Sully 0 5