Feel free to add comments here, or reply to me. No need to include a name. I'll update this as I get time.
This contains comments from all classes mixed together. I annotate where it came from with the stardard C, E, L. The question comes first, then my indended reply. I will probably come back and revise this later, perhaps grouping them more.
You should go over concepts first, then sample problems, then specific questions. (L)
- I tried... I found in general, that trying to plan it out didn't work the best, but if I started with a brief concept review and a sample problem, it would work pretty well from there.
It is very important to decide what to do and not wander aimlessly. Also, at the first exam review you were wandering aimlessly, it seemed like you didn't know what is important. (C)
- It is hard to both do what people want and plan stuff out. For some classes, it worked out, but for C, people just stopped coming. For homework reviews, I tried to decide what to do before I came (it often didn't work out), and for the test reviews I would answer questions. Coming to the homework reviews helped people to see what to ask about at exam reviews. Also, people telling me before hand what's most confusing helps me to make a plan.
Keeping it open to student questions is best. I highly disagre (with the "should dictate what happens" question), leaving it open lets me ask questions that bug me and I haven't had a chance to ask about. (C)
- It's sort of funny that I saw this comment right after the one above. I try to have time for both. See above.
Stop doing theory, start doing actual examples with numbers. That's the only way we can see what is going on. (L)
- Hm... I agree that I should do examples, but at times I was told not to. I started trying to do more later on.I never used numbers, since I don't want to calculate them ondemand (= it will be error prone), and I definitely don't want to copy from my notes. Idon't think that "variables" is the same thing as "theory."
Sometimes you tried to stay vauge, and that was confusing. Perhaps make up other problems? (L)
- I keep trying to find more; as time goes on I'm building up more examples, and this will help a lot. Also, I will need a better way to communicate my examples before the review... this is also in the works.
Sometimes what you did wasn't right. (L)
- I tried to not say anything wrong, but I did go about things a different way at times. Each professor has very different ways of presenting material, and as time goes on I'll get used to all of them.
The professor's office hours were less crowded so I went there. (L)
- Yes, that is true. I 'm trying to compliment that. Although, if you did stay around long enough, most people would leave and those remaining had a smaller core group that could ask more.
Move on if only one person doesn't get it. (L)
- Yes, I'll have to keep working on this.
Explanations should be drawn out longer, so that everyone can understand. Perhaps you can combine two weeks into one big bi-weekly one, we'd get more out of them. (L)
- I hadn't considered this, but I don't think this would be as helpful. A lot of people want time to work on the homework before it is due, they don't want to have it at the last minute. Ideally, I'll give a starting explanation one week, and the next week I'll be able to clarify and go further, after people have had a chance to work on it some. So they should work sort of like one big review. That often doesn't work because people don't come to both weeks, so I'm stuck. Timing issues could use work here.
Students are shy so they don't answer from when you ask, don't keep explaining the same thing if no one says anything. (L)
- This is a pretty hard balance to make here. I try to do my best, but those who speak up get heard.
Try to get closer to the answers and methonds without solving the formal answer. Often, I would walk out of the review not linking the lecture and homework. (L)
- I think that means "do more concepts at the beginning and tie them in". I kept trying to do this, and I'll keep trying. But I felt that some times people didn't want just concepts or lecture elaborations.
Those that came unprepared were holding us back. (L)
- Maybe, or they were just more confused. I often feel that a lot of books I read are written for those who already know, or almost know it. Most lectures I go to are designed for those who are just learning. I want to be more like the latter.
The reviews should have focused more on class material than homework problems (E)
- I wish they did... I think I did a better job of this during the summer, and also for some other classes. When I hear what people think of lecture more, I can do this better as well.
Speak louder and to everyone. (E)
- I try...
You assumed too much when doing the problems, and that made them too easy. (C)
- I tried to not assume more than whatever the problem said, though I probably didn't get to the hardest problems.
I want to start out with the easy ones, since they will explain what is going on, and the harder ones are a logical extension. Often, though, people would not be around long enough to get to the hard stuff.
They shouldn't conflict with our organic chem labs. (E)
- That was pretty bad planning, but there wasn't much to do except have them on Sundays-- the previous week certainly wouldn't work. And that didn't work too well, because of communication problems-- towards the end, I had a lot on Sunday, but not many people came.
Web page was confusing, it was hard to tell when we could go. (C)
- should have emailed me... no one else ever told me they couldn't read it. The only thing slightly confusing was the C, L, E system, but if I didn't use that, it would be way too verbose.
We didn't know about the reviews / they weren't well communicated. (C)
- I tried to get professors to announce this a lot, but next time we'll do better. I don't have anyother way to communicate if people don't check online...
"Never went, never knew about them. Better publicity?" ... I've never been good at attending reviews ... Flyers might help. (C)
- I don't have any way to communicate beyond what professors announce and put on their documents.
I didn't even know we had a TA. (C)