tag:blogger.com,1999:blog-31085516.post2165046822095108148..comments2024-03-27T03:13:12.133-04:00Comments on Change of Basis: Be yourselfDocTurtlehttp://www.blogger.com/profile/15154912977859107986noreply@blogger.comBlogger4125tag:blogger.com,1999:blog-31085516.post-35225473744896512172010-10-12T10:34:39.725-04:002010-10-12T10:34:39.725-04:00I, personally, have been trying to speak up more i...I, personally, have been trying to speak up more in class. I have always had a problem going up to the front and writing things on the board, even though I know I shouldn't. However, I know that if I were to go to the board with a wrong answer 1) no one would probably notice or think anything of it and 2) I would NEVER forget how to do that problem.<br /><br />I think, Dr. Bahls, that the problem really lies in our education system as a whole. Throughout highschool we are allowed (nearly forced) to stay silent and not really participate. So when we get to college, it's hard to break through that. <br /><br />Like K-Fin said, you really are one of the most engaging and entertaining professors I have ever, and ever will have. I constantly talk to my other half about how amazed I am by your willingness and desire for us to really learn.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-31085516.post-89346072229277314302010-10-07T16:09:56.629-04:002010-10-07T16:09:56.629-04:00As a student in your second Calc I section that yo...As a student in your second Calc I section that you are currently struggling with getting to speak up and interact, I was hoping to shed some light on the subject. However I've mulled over the same conundrum with no conclusion. I can't fathom why I won't speak up. It just doesn't make sense. <br /><br />I've taken Calc before, so I understand what is going on in class...so I'm not embarrassed I'll be wrong. It's more I'm embarrassed I'll be right. Which is completely ridiculous, I acknowledge that. <br /><br />I've just always been the kid with the answers, and from experience those kids aren't well liked. The ones that always yell out the answers can frankly be annoying. Especially if you're lost and someone is yelling out answers it can be frustrating. I don't want to frustrate people by being that person. <br /><br />I just wanted to let you know you're not the problem. You're one of the most engaging and entertaining math professors I've ever had. You make it more than easy for us to speak up...we just don't. I realize this is frustrating for you, so I'm going to try my best to speak up more. Because you're right, if we engage we'll get more out of our education.<br /><br />That's just my thoughts.K-Finnoreply@blogger.comtag:blogger.com,1999:blog-31085516.post-18263811596813992010-10-06T08:51:46.406-04:002010-10-06T08:51:46.406-04:00I teach infrequently... I'm a staff researcher...I teach infrequently... I'm a staff researcher, and tend to teach when someone leaves suddenly or gets sick (really sick) and can't cover their class that semester. As a result, I often start feeling like I'm part of the problem, and if I'd had a little time to prepare, I'd do better. BUT, I've also found that I do tend to get the concepts across, and if my infrequent forays into the classroom don't make me as smooth as someone who teaches regularly, I still can do it, and I do like the opportunity to work with students.<br /><br />But how to get them to interact? I've noted this same problem getting worse over the last couple of years, and I've gotten more dynamic about seeking their interactions out. I usually give 'em about a week to get involved, telling them every class day that I like questions, and I don't generally mind interruptions to answer them. I, too, seem to see fewer who respond to this over time.<br /><br />My next step is to warn them that if I don't get some sign of life, I'll start asking THEM direct questions. With a large class, this can be challenging, because I'm notoriously bad about remembering names, but if it gets them to stat responding, it helps.<br /><br />If that fails, though, I start the short quiz process and I inform them that, since catatony is apparent, I have to have some method to determine if what I'm teaching is making inroads.<br /><br />My major exam schedule is usually pretty rigid, and often set by whoever I've had to pick up the pieces for. In fact, in most of the classes I've taught of late, I've had little option but to follow existing syllabi, and have given a midterm and a final, or in one case, a midterm paper (topic requiring approval but otherwise almost open-ended), a project, and a final. If I'm REALLY desperate, however, I'll modify the published major exam process and give more tests. The kids hate them almost as much as I hate grading 'em. But it does give me a chance to see what they're learning, and that's the object of the whole exercise!gpsguyhttps://www.blogger.com/profile/01498300200377104931noreply@blogger.comtag:blogger.com,1999:blog-31085516.post-42882809438938956792010-10-05T18:09:51.011-04:002010-10-05T18:09:51.011-04:00I'm in a similar spot but with 70+ students in...I'm in a similar spot but with 70+ students in vector calculus. The class is late in the day (4:10-5:25 pm), and it is like pulling teeth. I don't get much interaction or feedback, and I can tell a lot of my students aren't following. I'm not sure what to do about it. It is my first time teaching the course, and the sections are so large, it discourages interaction. I try to encourage. Even my energy is flagging walking into that room. But tomorrow, I will try again.JM/ Dr. Jinxhttp://www.drjinx.comnoreply@blogger.com