My partner at Hogwarts is Tom

Time flows slowly through the ancient castle of Hogwarts, seemingly calm like the waters of the Black Lake, yet containing vibrant life and countless secrets.

Another pleasant weekend has quietly come to an end, and a new week has begun at Hogwarts.

After two weeks of adjustment, Viktor gradually adapted to his role as a professor and found his own teaching rhythm.

He transformed his passion for magical creatures and wilderness survival into a series of lessons that his students found fascinating.

For the young wizards in their third and fourth years, Victor's classes were more like carefully prepared adventures.

They rarely stayed in the classroom for long periods, spending more time in Viktor's suitcase or, with permission, venturing into relatively safe areas on the outskirts of the Forbidden Forest.

The course content revolves around observing and making initial contact with magical creatures defined as "XX" or "XXX".

They learned how to safely collect down from the toddler catfish.

How to identify and avoid mischievous sprites disguised as fallen leaves.

And what soothing gestures and gentle spells should be used to calm down an angry raccoon cat when it raises its tail?

During the lessons, Viktor always managed to incorporate some practical tips into the actual operations.

For example, you can use a variant of "fluorescent flash" to create a low-light ball that won't disturb nocturnal creatures.

Transform a handkerchief into a temporary protective glove using simple transformation techniques.

Or use some simple and easy-to-learn spells to better hide yourself and observe the natural habits of animals.

The classroom atmosphere is usually relaxed and pleasant, but there are also things that frighten the young wizards.

For example, one day when get out of class was about to end, Viktor announced with a smile.

"Alright everyone, next class we will conduct our first 'Monthly Learning Outcome Review'."

He insisted on using the official name, but all the students privately called it the "Desperate Monthly Exam".

The content includes not only written knowledge, but also oral descriptions of behavioral identification and emergency response plans for recently encountered magical animals.

Sometimes it's even about demonstrating the correct approach steps to a magical creature model that's been enchanted with a calming spell, looks a bit dazed but has a scary appearance.

The exam content, which they had never heard of before and whose origins they didn't know, kept the students on their toes.

But compared to other courses, being able to learn while "playing" outdoors and touch those furry or slippery creatures makes the Magical Creatures Protection course one of their most anticipated courses.

In contrast to the relaxed lives of third and fourth-grade wizards, the lives of fifth-grade students are quite different.

The pressure of the OWL exam is like a low-pressure cloud hanging over a castle.

Victor's "monthly exam system" and "OWLs countdown calendar" were highly recognized by Professor McGonagall and promoted to all core subjects.

These factors make this pressure more tangible and perceptible.

Every subject was undergoing intensive review, testing, and ranking; the common room was filled with the mixed smells of parchment, stimulants, and anxiety.

However, in Victor's class on protecting magical creatures, pain and joy were strangely intertwined.

The depth and theoretical nature of the classroom content have been greatly enhanced, requiring students to memorize the complex classifications, global distributions, special habits, and relevant legal provisions of various amazing animals.

Viktor's monthly exam questions are also considered "tricky," often involving cross-species comparisons and real-world case analyses.

However, the rewards are also very attractive: as long as they show steady progress in consecutive quizzes or monthly exams, they can get "special practice opportunities".

Enter Victor's mysterious expansion suitcase and experience the "adventure simulation" that's only available to upperclassmen, or simply "run wild" inside.

The world inside the box is no secret; its richness and some dangers have become a powerful motivator for fifth-grade students to persevere.

What they didn't know was that every time they were granted access to the briefcase, it was thanks to Victor's meticulous observation and consideration.

He would pay attention to each student's mental state.

Who has glazed over from staying up all night? Who is dejected after failing a potions class? And who is on edge under the pressure of homework?

For students who show signs of fatigue or lack of confidence.

Viktor will intentionally relax some of the grading standards in the next test, or design some questions in areas where they are good at.

This is to ensure that they reach the "progress" line, thereby gaining the opportunity to enter the world inside the box to relax and rebuild their confidence.

Conversely, for students who are too relaxed or arrogant, the difficulty of the test will quietly increase.

Then use a "just right" setback to spur them on.

Viktor subtly adjusted the situation without leaving a trace, yet effectively helped the group of young wizards preparing for their exams maintain a relatively balanced mindset.

The sixth-grade curriculum shifted towards greater comprehensiveness and practicality.

What they learn is not limited to books and exams.

They will be exposed to basic alchemical principles, used to create simple warning devices or process certain magical animal materials.

Learn more practical spells, including techniques such as hand gestures that Victor learned from wizarding communities around the world.

And banishing or binding spells targeting specific types of magical creatures.

And some spells and knowledge that can be used during wilderness adventures.

Such as how to use natural signs and simple spells to orient oneself without a wand.

How to find and purify water sources, and how to build a temporary magical sanctuary.

And to identify common magical plants and their uses.

Of course, the core element remains magical creatures.

They began to learn how to coexist with more powerful and exotic creatures.

For example, learning to soothe riotous magical creatures with music of specific frequencies.

Analyze the differences in attack patterns of different fire dragons at different ages.

Or perhaps they could be researching how to safely assist in the treatment of injured hippogriffs.

Viktor often sets up complex simulation scenarios for students to work in groups, training their teamwork and emergency decision-making skills.

For seventh-year students who are about to step into the real wizarding world, Victor's classroom is more like a series of windows leading to a vast world.

He uses his travel experience to vividly describe the unique and amazing animals around the world.

The miniature venomous unicorn of Australia, the unicorn of the Far East, the iron-eating beast, the cave ray beneath the Nordic ice fields...

It also interweaves introductions to the customs of the local wizarding society, hidden magical communities, and the unspoken rules to be aware of in areas intertwined with the Muggle world.

He encouraged them to hone the spells and techniques they had learned over the past few years until they were perfect.

Especially those skills that are most likely to save lives in adventurous, research, or emergency situations.

At the same time, Viktor particularly emphasized the importance of "passing on" traditions.

"You are wizards trained by Hogwarts," he often said to the seventh-year students.

"Your experiences, whether successful or not, can be a valuable asset to younger students. Communicate with them, share your insights on preparing for OWLs and NEWTs, and tell them what else is worth exploring outside the classroom."

Encouraged by him, some seventh-grade students occasionally show up in the younger students' classes on protecting magical creatures.

As a teaching assistant or guest speaker, share your interesting experiences with a magical animal, or demonstrate a practical tip.

This not only greatly benefited lower-grade students, but also allowed higher-grade students to consolidate their knowledge through review and explanation, and feel the responsibility of being senior students.