Learning economics
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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.
@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?
@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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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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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.
@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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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.
@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.
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!
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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!
@kluurs actually it’s 17:45.
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A quarter of six is 1.5. It's a quarter to six.
