Learning economics
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wrote on 19 Dec 2020, 21:19 last edited by
Its definitely true that explaining something can reveal gaps in your understanding. Not to mention pesky questions.
Writing can have the same effect.
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wrote on 19 Dec 2020, 21:23 last edited by
I taught programming at night for a tech college for a year.
I would explain something very meticulously and carefully, having developed my materials for clarity. Then someone would say 'I don't get it'.
My demeanor would not change outwardly but my inner dialogue was 'Why the hell not? I just explained so a third grader would get it. Are ya slow or something?'.
It was then I realized teaching was not for me.
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I taught programming at night for a tech college for a year.
I would explain something very meticulously and carefully, having developed my materials for clarity. Then someone would say 'I don't get it'.
My demeanor would not change outwardly but my inner dialogue was 'Why the hell not? I just explained so a third grader would get it. Are ya slow or something?'.
It was then I realized teaching was not for me.
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wrote on 19 Dec 2020, 21:31 last edited by
Sam was a Taiwanese dude in my Wing Chun class in Oz. This guy was an absolute fucking monster. He worked as a nurse and trained. That was his life.
He helped teach in the gym. What struck me was how invested he was in getting you to learn a thing. He worked on the exact same shit with me for 45 minutes one day. (I couldn't do it quite frankly because Wing Chun realigns your spine after awhile, and if yours isn't, you simply can't do some of the things. I was getting there but my muscles were still fighting me.) When I started to finally get it, he was genuinely more happy for me than I was for myself.
Another guy in the class fancied himself as pretty awesome. He was far better than me and did have a ton of training, but couldn't hold a candle to Sam. Sam could tag his ass in chi sao every time.
If you think their attitude and their skill level weren't directly associated you're out of your mind.
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wrote on 19 Dec 2020, 21:44 last edited by
I have no doubt that anecdote is valid. I have an anecdote. I worked with a developer who as a side gig taught programming at a community college. The guy had a massive ego about his expertise, which I attributed to the fact that he was considered an expert by his students. He could get very condescending as he discussed stuff with his colleagues in our workplace, sometimes making the point that his coworker was making the same mistake his students do. Meanwhile, his code was garbage and has proven over the years since he thankfully left to be the messiest and least maintainable part of the codebase.
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wrote on 19 Dec 2020, 22:25 last edited by
I have an anecdote.
I worked as a flight instructor.
If you were still alive at the end of the flight you were a good teacher.
Extra credit if you can use the plane again.
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I have an anecdote.
I worked as a flight instructor.
If you were still alive at the end of the flight you were a good teacher.
Extra credit if you can use the plane again.
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I have no doubt that anecdote is valid. I have an anecdote. I worked with a developer who as a side gig taught programming at a community college. The guy had a massive ego about his expertise, which I attributed to the fact that he was considered an expert by his students. He could get very condescending as he discussed stuff with his colleagues in our workplace, sometimes making the point that his coworker was making the same mistake his students do. Meanwhile, his code was garbage and has proven over the years since he thankfully left to be the messiest and least maintainable part of the codebase.
wrote on 19 Dec 2020, 23:16 last edited by@horace said in Learning economics:
I have no doubt that anecdote is valid. I have an anecdote. I worked with a developer who as a side gig taught programming at a community college. The guy had a massive ego about his expertise, which I attributed to the fact that he was considered an expert by his students. He could get very condescending as he discussed stuff with his colleagues in our workplace, sometimes making the point that his coworker was making the same mistake his students do. Meanwhile, his code was garbage and has proven over the years since he thankfully left to be the messiest and least maintainable part of the codebase.
I knew him. Several of him. These were the people I did not want fired. I wanted them taken out back and shot so they wouldn’t go work elsewhere.
I hated people who created ‘clever’ code. They were normally those who wanted to use it as job security because no one else understood it.
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@horace said in Learning economics:
I have no doubt that anecdote is valid. I have an anecdote. I worked with a developer who as a side gig taught programming at a community college. The guy had a massive ego about his expertise, which I attributed to the fact that he was considered an expert by his students. He could get very condescending as he discussed stuff with his colleagues in our workplace, sometimes making the point that his coworker was making the same mistake his students do. Meanwhile, his code was garbage and has proven over the years since he thankfully left to be the messiest and least maintainable part of the codebase.
I knew him. Several of him. These were the people I did not want fired. I wanted them taken out back and shot so they wouldn’t go work elsewhere.
I hated people who created ‘clever’ code. They were normally those who wanted to use it as job security because no one else understood it.
wrote on 19 Dec 2020, 23:38 last edited by@mik said in Learning economics:
I hated people who created ‘clever’ code. They were normally those who wanted to use it as job security because no one else understood it.
Like Horace defining his own operators?
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@mik said in Learning economics:
I hated people who created ‘clever’ code. They were normally those who wanted to use it as job security because no one else understood it.
Like Horace defining his own operators?
wrote on 20 Dec 2020, 00:01 last edited by@jon-nyc said in Learning economics:
@mik said in Learning economics:
I hated people who created ‘clever’ code. They were normally those who wanted to use it as job security because no one else understood it.
Like Horace defining his own operators?
Nah, that’s already being maintained successfully by a different developer who didn’t even need to ask me how. That’s the masterful clarity with which it was implemented.
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wrote on 20 Dec 2020, 00:02 last edited by
Can’t say anything about teaching in an academic setting, but I can tell you that I will always have a new salesperson in training until I retire.
Working with them on a daily basis keeps you honest. Showing them what they did right and what could be improved helps me improve. Knowing they are watching me with my clients keeps me on my toes.
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wrote on 20 Dec 2020, 01:45 last edited by
Ten years as an adjunct. First couple of semesters were hard. But after awhile, I caught the right rhythm, and I was almost mediocre.
It was a fun gig.
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Ten years as an adjunct. First couple of semesters were hard. But after awhile, I caught the right rhythm, and I was almost mediocre.
It was a fun gig.
wrote on 20 Dec 2020, 01:50 last edited by@jolly said in Learning economics:
Ten years as an adjunct. First couple of semesters were hard. But after awhile, I caught the right rhythm, and I was almost mediocre.
It was a fun gig.
Nothing better than engaged and interested students.
Nothing more frustrating than IDGAF students.
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wrote on 20 Dec 2020, 03:23 last edited by
You are all philosophizing too much
It was a real funny response. Perfect Twitter entertainment.
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@horace said in Learning economics:
@aqua-letifer said in Learning economics:
@horace said in Learning economics:
Standard issue virtue signal since I was a kid. A teacher claiming to learn more from the kids than they teach. I must have seen it made fun of by comedians 50 times.
Ever teach? It's a true phenomenon if you try to be good at it.
I’ve never taught beyond some tutoring in college. I’m sure there is truth to it. But often it sniffs of something that sounds good to say out loud.
I've found that one of the best ways to clarify and advance your understanding of a thing is to be tasked with teaching it to someone else. It works every single time, when both participants are actively engaged.
wrote on 20 Dec 2020, 18:16 last edited by@aqua-letifer said in Learning economics:
've found that one of the best ways to clarify and advance your understanding of a thing is to be tasked with teaching it to someone else. It works every single time, when both participants are actively engaged.
Einstein said, if you can't explain a thing to a six-year-old, that means you do not understand it yourself.
Or something like that.
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@aqua-letifer said in Learning economics:
've found that one of the best ways to clarify and advance your understanding of a thing is to be tasked with teaching it to someone else. It works every single time, when both participants are actively engaged.
Einstein said, if you can't explain a thing to a six-year-old, that means you do not understand it yourself.
Or something like that.
wrote on 20 Dec 2020, 18:55 last edited by kluursI taught basic statistics to undergrads. At the time, it helped me as much or more than them. I also learned a lot about people with phobic responses to math. They'd get so anxious they'd shut down their ability to learn. Some people needed a visual understanding of what was going on. Some liked a cookbook approach. Another if you said, it is "5:45 pm" or "quarter of six" - had no understanding that these were equivalent - and here they were a college undergrad!
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I taught basic statistics to undergrads. At the time, it helped me as much or more than them. I also learned a lot about people with phobic responses to math. They'd get so anxious they'd shut down their ability to learn. Some people needed a visual understanding of what was going on. Some liked a cookbook approach. Another if you said, it is "5:45 pm" or "quarter of six" - had no understanding that these were equivalent - and here they were a college undergrad!
wrote on 20 Dec 2020, 18:59 last edited by@kluurs actually it’s 17:45.
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wrote on 20 Dec 2020, 23:03 last edited by
A quarter of six is 1.5. It's a quarter to six.
