50 Going to bed early is never a bad thing unless you have a really important thing you have to do. But how often is that?
Good vs. Evil
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50.
I did get to play! Though some things I didn't manage to do, I did accomplish a couple of important ones, including some basic autocrafting!
I'm getting a fair bit here...
I did get to play! Though some things I didn't manage to do, I did accomplish a couple of important ones, including some basic autocrafting!
51 you know what is also fun? Having a teacher who just completely shutsdown when asked what exactly to learn for the test.
If I remember correctly its also his first year teaching at my school so not exactly knowing what he can say about a test or what exact topics will get on it is understandable to some degree.
However, then just completely shutting down and starting to talk nonsense isn't helping anyone. If he just had admitted he couldn't answer that question right now and will try to do it the next lesson everyone would just shrug and move on.
(also, the reason that question got asked was because his lessons are all over the place. Apparently this is also the case for the textbook so.... not entirely his fault, I guess. but it does make it hard to follow what is important and what not.)
50. I wonder if part of the problem is that teachers are often criticised at the moment for just teaching to pass the test, rather than really teaching the subject as a whole - could that have been part of his hesitation?
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49 because I hate round numbers
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50 There is a difference between hesitation and starting to talk nonsense and gibberish and then trying to pass that off as an answer.
49. THAT is very true. I once got asked a question by a kid in class who was in top set partly because it wasn't coursework based, so they thought he had more chance of actually passing; now, it was a lesson about space, and he'd clearly been listening despite his rep for being disruptive, because he asked a really intelligent question. So I told him: "I don't know the answer to that - I will find out, and let you know!"
49 That is the good thing to do. Especially when it is test related and thus are not sure what you are allowed to say and not if you know the answer exactly to begin with. But, instead all we got is nonsensical stuff
Its a shame because he seems to know what he is talking about but due to various reasons it is hard to know what he is exactly talking about.
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- The slides he is using may not be his own. Probably standard slides that he isn't comfortable changing yet due to this being his first year teaching at this school.
- Messy ending. Caused by the fact that the slides he is using are going on longer then his lessons, causing him to quickly check the rest at the end before sayig we are done.
- Each lesson is about an entirely new topic rather then following each other up in a logical way. Again,the problem lays in the slides which are ordered that way.
- Messy exercises. They are all group exercises and sometimes he makes groups by handing out the exercise which contains the group number.(gets messy because you need to look for everyone with your number). Or he reuses groups. This gets messy because no one remembers in which group they where for the exercise from 2 or more weeks ago.
Also, his stumbling on that question happened on the same day that our class representative(?) had to talk about how it was going so far and if there where problems. So.... that probably isn't going to end well for him I fear
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