Thanks Kaywhyn for your comments and kind words. Interesting what you were saying there. I do find that I take longer with tasks and notice people do these things a lot faster than myself. I usually take longer when I'm replying to an e-mail or replying to someone. I remember we were all filling out the application forms for (the samaritans) as I was wanting to become a listening volunteer. Everyone else finished filling out the forms and I was the last one to finish it as I was probably double-checking everything on the form making sure I was answering the questions correctly. I have (autistic spectrum disorder) which I don't mind sharing here. I think I was always a bit slower with things, I remember taking a bit longer to understand a concept. You are right, we are all capable, I feel.

My pleasure

I definitely know what it's like, as I too like to take my time on things. I'm a huge advocate of "baby steps" instead of the "look before you leap" approach. Although, I probably still fall victim to the latter anyway when it comes to LPing level packs, but only because I feel like I put the game on pause for far longer than I need to, and I think viewers like to see the LPer solving rather than just wonder when he/she will actually start assigning skills and all

Still, I'm happy to hear that you really enjoyed my LP of your Nuked Lems pack. I definitely have plans to LP your Ski Slope Lems as well. Stay tuned for that whenever that comes

Another thing I want to point out is that it really pains me to see special needs people being teased and bullied. This is definitely not acceptable in my eyes, and certainly something that I will not tolerate in the classroom, as it's never ok to make fun of those who are less abled. Really, those people need to ask themselves if they would like it if they were in the shoes of someone suffering from a disorder and were being made fun of. It's quite hurtful.

Are you the math teacher in School Kaywhyn? It's a very deep subject and it was something I did not too bad when I was at college and school, maybe I could have done better. I notice it is a very hard subject. I did take math up to a higher-level but I can't remember if I went any further than this. A great subject maths and probably one of the hardest subjects I would say in my opinion. I remember getting frustrated because I never understood something argggggggg

That I am

I'm currently qualified to teach up through Calculus/Stats at the high school level, although I took the former while in high school. The only Stats courses I took was while I was in college for my math major, although I believe where you're from you use "university" instead? It's definitely a regional thing, since where I'm from, the USA, it's more common for you to hear "college" instead, but both college and university are synonymous with one another. Stats definitely destroyed me, though, though maybe it wouldn't had had I taken it while in high school, but my understanding is that you either take Calculus or Stats, but not both, as they're generally courses that you take in your senior year of high school. Unfortunately, if I'm ever asked to teach Stats, I would have to do a lot of studying/brushing up on it.

I also have a Master's in math, which allows me to teach math at the community college level. I believe if I am to be a professor at the university level, I would have to obtain a PhD. I'm not exactly sure about the requirements, but I believe all the college professors I have had do have at least a Doctorate.

Back when I was in college, I remember almost never ever leaving a midterm/final exam early, because I was quite obsessed with constantly double-checking my work. There were times I did leave early after finishing, but that's usually because I was so over it and didn't really care anymore and at that point I'm pretty much whatever happens happens. Other than those odd times where I left early, I generally stayed until the very end of the exam.

Math is definitely a difficult subject, especially once you get into algebra. From a student's point of view, I found this quite confusing, as I myself didn't have too much trouble when I was going through various math courses in middle and high school. Admittedly, it's probably because I had math textbooks that I could read over the summer before I took the associated course come the fall time. However, I definitely have a much better understanding of why students struggle with math now that I'm looking at it from an instructor's point of view. I'm often amused at how certain students even made it into Algebra 1 or higher, as success is very dependent on your mastery of math concepts from previous math courses, as the concepts build on each other to help you learn the newer and harder material. Along with non-mastery of the mathematical concepts in previous courses, usually I find that the biggest reason why so many students struggle with Algebra is because it has a lot of very abstract concepts. For example, many students who get to Algebra 1 still don't know how to do fractions or decimals. There's a lot of everyday terms that mean something completely different in math, like "function" for example. So really, it's almost like learning a new language once you get to Algebra. Even worse, it only gets harder from there once you get to Geometry, Algebra 2, and Pre-Calculus. As my high school AP Calculus teacher once said, "It's not the calculus that students don't get, it's the algebra."

Thus, I cannot take my students' knowledge of previous math concepts for granted. There's the whole keeping a steady pace through the curriculum, but at the same time review will be necessary since there will definitely be certain concepts that students will struggle with more than others.