When I offer online resources, book suggestions, games, etc., they tell me that they're not a teacher and 'don't know anything about that stuff'. When I explain my intervention process, and show documentation, they ask me why I don't start offering after school tutoring. Now, parents look at me and ask me what I'm doing about the problem. Pre-COVID, when I told parents their child was struggling with something, the assumption was that I was addressing it at school, and they asked what they could do to help at home. To top it off, they are so uninvolved in their child's development that learning ends when their child leaves school. Whatever you started doing during the pandemic that you haven't stopped doing is the real issue. Developmental scientists have been warning about this for years before it got this bad.

They aren't reading at home and they haven't had to spend any time thinking for themselves without a screen in front of their face for basically their entire lives. They've had all of first, second, and third grade to make progress. Your child does not read at a first grade level because they spent part of kindergarten online. I am not judging parents for going into survivial mode then, but let's be honest with ourselves, here. They can't get their kid to show any interest in reading, and refuse to play any educational games to supplement their Roblox time. Parents will often tell me that they had to resort to their child getting a lot of screen time so they could work from home, and that now their child spends most of their free time on the iPad. When parents tell me that their child is still catching up from being online (in KINDERGARTEN), I have started asking them how their routine changed during online schooling, and what parts of those routines didn't change when life got back to normal. Point being, I think it's time we examine the parenting habits developed during the pandemic that are really the source of the problem here. Even our accelerated program has had to be toned down to the point that those teachers have admitted that basically any 4th grader can keep up, the parents just like the social prestige of having their kid in the advanced group. I have students who roll around and hide under desks, can't read or write, and do subtraction with tally marks. My 4th graders have the academic skills and maturity of 1st graders. My colleagues teaching 2nd and 3rd are having similar issues with kids who never had to do school online. My 4th graders this year were literally in kindergarten. Most of them spent the same amount of time online as the kids 3 years ago, and they were younger when it happened, so I really don't understand the excuse. I keep hearing parents blaming the time kids spent online, that they got behind and are still suffering, and I'm honestly sick of it. This year has been absolutely bonkers and we just finished quarter 1. The kids the year after that, not so much. The kids who spent a semester online did have some catching up to do, but their behavior was developmentally appropriate, they adjusted socially pretty quickly, and it was easy to smooth out the rough academic edges. But my state has been fully in person for 3 years now. Cards can be created by combining a lower and upper card part from the same group, giving a total of 4900 possible cards per group, or 9800 possible cards in total.Yes, kids post-pandemic are a different breed, and it's getting worse every year. There are 140 each of the lower and upper parts, divided into two groups of 70. In addition, the game features a card construction mechanic, allowing unique cards to be created by combining lower and upper card parts. The game features 800 cards, numbered from 001 to 800.

This is a list of cards for Yu-Gi-Oh! Dark Duel Stories.

Spectre performance 758