Rodney Dangerfield in Back to School

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Inder
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Re: Rodney Dangerfield in Back to School

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My building fire alarm went off during Zoom class — handled the situation with laffs and aplomb, lots of A+ material in the chat (which I'm kicking myself for not saving). If I ever find the fucker who set it off, however...

Dr. Medulla
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Re: Rodney Dangerfield in Back to School

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Inder wrote:
11 Feb 2021, 5:04pm
My building fire alarm went off during Zoom class — handled the situation with laffs and aplomb, lots of A+ material in the chat (which I'm kicking myself for not saving). If I ever find the fucker who set it off, however...
What'd you do? Did you evacuate and cancel the class?

The only problems the Boss and I have had is those days when the connection is fucked. The Boss had to abandon one class—she re-recorded it later and uploaded—and I've had days where I've had to repeat chunks, but that's about it.
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Inder
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Re: Rodney Dangerfield in Back to School

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Nah, no one ever evacuates.

It wasn't a heavy class this week, just prep for research — I took the temperature of the room (har har) and soldiered on in my bedroom with the door shut. I told them, "If I don't make it, tell everyone 'He died doing what he loved — explaining APA to some of his closest friends'", which got a bunch of "LMAOs", "looooooools" and one "OMG BESTIE VIBES".

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Re: Rodney Dangerfield in Back to School

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:lol: :cool:
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Re: Rodney Dangerfield in Back to School

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Dr. Medulla wrote:
04 Feb 2021, 4:46pm
Student emails me to say they can't do the assignment because "I don't have any opinions."
Image
edit: And a new one: Student didn't submit all aspects of the assignment because they didn't realize there was information in the syllabus beyond the lecture schedule. Like, stuff about assignments.
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gkbill
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Re: Rodney Dangerfield in Back to School

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Dr. Medulla wrote:
28 Feb 2021, 9:29am
Dr. Medulla wrote:
04 Feb 2021, 4:46pm
Student emails me to say they can't do the assignment because "I don't have any opinions."
Image
edit: And a new one: Student didn't submit all aspects of the assignment because they didn't realize there was information in the syllabus beyond the lecture schedule. Like, stuff about assignments.
Hello,

I spend the first class meeting going over the syllabus. It includes a schedule, assignments, and how they will be evaluated (graded). It also includes this:
Attachments
student email.png
student email.png (42.67 KiB) Viewed 1066 times

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Re: Rodney Dangerfield in Back to School

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gkbill wrote:
28 Feb 2021, 3:33pm
Dr. Medulla wrote:
28 Feb 2021, 9:29am
Dr. Medulla wrote:
04 Feb 2021, 4:46pm
Student emails me to say they can't do the assignment because "I don't have any opinions."
Image
edit: And a new one: Student didn't submit all aspects of the assignment because they didn't realize there was information in the syllabus beyond the lecture schedule. Like, stuff about assignments.
Hello,

I spend the first class meeting going over the syllabus. It includes a schedule, assignments, and how they will be evaluated (graded). It also includes this:
We went over the syllabus on the first day, page by page. I spent a disproportionate amount of time on the assignments because that stuff is more important than what the lecture is about on a given day. Maybe the student wasn't there on the first day (I don't do attendance on the first day), but still … not thinking there's anything past page 3 on a 13-page document?
Back off, or I'll blow the roof off—with sound!

gkbill
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Re: Rodney Dangerfield in Back to School

Post by gkbill »

Dr. Medulla wrote:
28 Feb 2021, 3:44pm
gkbill wrote:
28 Feb 2021, 3:33pm
Dr. Medulla wrote:
28 Feb 2021, 9:29am
Dr. Medulla wrote:
04 Feb 2021, 4:46pm
Student emails me to say they can't do the assignment because "I don't have any opinions."
Image
edit: And a new one: Student didn't submit all aspects of the assignment because they didn't realize there was information in the syllabus beyond the lecture schedule. Like, stuff about assignments.
Hello,

I spend the first class meeting going over the syllabus. It includes a schedule, assignments, and how they will be evaluated (graded). It also includes this:
We went over the syllabus on the first day, page by page. I spent a disproportionate amount of time on the assignments because that stuff is more important than what the lecture is about on a given day. Maybe the student wasn't there on the first day (I don't do attendance on the first day), but still … not thinking there's anything past page 3 on a 13-page document?
Hello,

I will ask questions as I go over the syllabus. I'll ask a random student "Do you know what this means?". The usual answer - yes. I'll follow up with "Tell me what it means in your own words." It helps but some aren't plugged in on the first meeting. I debated having a syllabus quiz (it's easy on Canvas - multiple choice and Canvas grades it) but haven't gone through with it yet.

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Re: Rodney Dangerfield in Back to School

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gkbill wrote:
28 Feb 2021, 4:19pm
I will ask questions as I go over the syllabus. I'll ask a random student "Do you know what this means?". The usual answer - yes. I'll follow up with "Tell me what it means in your own words." It helps but some aren't plugged in on the first meeting. I debated having a syllabus quiz (it's easy on Canvas - multiple choice and Canvas grades it) but haven't gone through with it yet.
That's one thing I can't bring myself to do—calling on people randomly. It comes down, I think, to the fact that I hated classes where profs did that when I was a student, so I can't do that myself. Pretty much my entire pedagogy is replicating the stuff that I liked and changing the stuff that I didn't.
Back off, or I'll blow the roof off—with sound!

gkbill
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Re: Rodney Dangerfield in Back to School

Post by gkbill »

Dr. Medulla wrote:
28 Feb 2021, 4:32pm
gkbill wrote:
28 Feb 2021, 4:19pm
I will ask questions as I go over the syllabus. I'll ask a random student "Do you know what this means?". The usual answer - yes. I'll follow up with "Tell me what it means in your own words." It helps but some aren't plugged in on the first meeting. I debated having a syllabus quiz (it's easy on Canvas - multiple choice and Canvas grades it) but haven't gone through with it yet.
That's one thing I can't bring myself to do—calling on people randomly. It comes down, I think, to the fact that I hated classes where profs did that when I was a student, so I can't do that myself. Pretty much my entire pedagogy is replicating the stuff that I liked and changing the stuff that I didn't.
Hello,

I have no problem calling on random people although I was a pioneer in remote learning as an undergrad (I never went to class!). I try to make it as non-threatening as possible because I really want to know what the students knows or perceives the material to present. If I ask a hard question, I am fine with "I don't understand" or a wrong answer - as long as the student is trying, it's a good thing. I can get them to understand and successfully apply material as long as they make the effort. A lot of my students have athletic backgrounds (as do I) so I try to establish some common experiences. Students generally understand we have the same goal - master the material. I've often said "I don't get paid extra for failing students". John Wooden has said "We haven't taught until they've learned". I don't go that far, though.

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Re: Rodney Dangerfield in Back to School

Post by Dr. Medulla »

gkbill wrote:
28 Feb 2021, 4:47pm
Dr. Medulla wrote:
28 Feb 2021, 4:32pm
gkbill wrote:
28 Feb 2021, 4:19pm
I will ask questions as I go over the syllabus. I'll ask a random student "Do you know what this means?". The usual answer - yes. I'll follow up with "Tell me what it means in your own words." It helps but some aren't plugged in on the first meeting. I debated having a syllabus quiz (it's easy on Canvas - multiple choice and Canvas grades it) but haven't gone through with it yet.
That's one thing I can't bring myself to do—calling on people randomly. It comes down, I think, to the fact that I hated classes where profs did that when I was a student, so I can't do that myself. Pretty much my entire pedagogy is replicating the stuff that I liked and changing the stuff that I didn't.
Hello,

I have no problem calling on random people although I was a pioneer in remote learning as an undergrad (I never went to class!). I try to make it as non-threatening as possible because I really want to know what the students knows or perceives the material to present. If I ask a hard question, I am fine with "I don't understand" or a wrong answer - as long as the student is trying, it's a good thing. I can get them to understand and successfully apply material as long as they make the effort. A lot of my students have athletic backgrounds (as do I) so I try to establish some common experiences. Students generally understand we have the same goal - master the material. I've often said "I don't get paid extra for failing students". John Wooden has said "We haven't taught until they've learned". I don't go that far, though.
I have colleagues who call on students and for them it works, but it's really something that rubs against my character. I emphasize a ton of freedom in class, especially seminars, but that also means the freedom to stay quiet.
Back off, or I'll blow the roof off—with sound!

gkbill
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Re: Rodney Dangerfield in Back to School

Post by gkbill »

Dr. Medulla wrote:
28 Feb 2021, 4:53pm
gkbill wrote:
28 Feb 2021, 4:47pm
Dr. Medulla wrote:
28 Feb 2021, 4:32pm
gkbill wrote:
28 Feb 2021, 4:19pm
I will ask questions as I go over the syllabus. I'll ask a random student "Do you know what this means?". The usual answer - yes. I'll follow up with "Tell me what it means in your own words." It helps but some aren't plugged in on the first meeting. I debated having a syllabus quiz (it's easy on Canvas - multiple choice and Canvas grades it) but haven't gone through with it yet.
That's one thing I can't bring myself to do—calling on people randomly. It comes down, I think, to the fact that I hated classes where profs did that when I was a student, so I can't do that myself. Pretty much my entire pedagogy is replicating the stuff that I liked and changing the stuff that I didn't.
Hello,

I have no problem calling on random people although I was a pioneer in remote learning as an undergrad (I never went to class!). I try to make it as non-threatening as possible because I really want to know what the students knows or perceives the material to present. If I ask a hard question, I am fine with "I don't understand" or a wrong answer - as long as the student is trying, it's a good thing. I can get them to understand and successfully apply material as long as they make the effort. A lot of my students have athletic backgrounds (as do I) so I try to establish some common experiences. Students generally understand we have the same goal - master the material. I've often said "I don't get paid extra for failing students". John Wooden has said "We haven't taught until they've learned". I don't go that far, though.
I have colleagues who call on students and for them it works, but it's really something that rubs against my character. I emphasize a ton of freedom in class, especially seminars, but that also means the freedom to stay quiet.
Hello,

Understood. I teach a lot of material that needs to be applied. When I ask a student something, that's when I learn - I learn how much they understand and could successfully apply material. I used to hold back on asking students questions - but then I would occasionally get a surprise when reviewing exams and seeing poor grades. I thought all was well and everyone got everything. Asking students questions is really to help me learn how well the material is received. I need to know that. Again, I teach more of the applied sciences - perhaps it works better in those disciplines.

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Re: Rodney Dangerfield in Back to School

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gkbill wrote:
28 Feb 2021, 5:19pm
Dr. Medulla wrote:
28 Feb 2021, 4:53pm
gkbill wrote:
28 Feb 2021, 4:47pm
Dr. Medulla wrote:
28 Feb 2021, 4:32pm
gkbill wrote:
28 Feb 2021, 4:19pm
I will ask questions as I go over the syllabus. I'll ask a random student "Do you know what this means?". The usual answer - yes. I'll follow up with "Tell me what it means in your own words." It helps but some aren't plugged in on the first meeting. I debated having a syllabus quiz (it's easy on Canvas - multiple choice and Canvas grades it) but haven't gone through with it yet.
That's one thing I can't bring myself to do—calling on people randomly. It comes down, I think, to the fact that I hated classes where profs did that when I was a student, so I can't do that myself. Pretty much my entire pedagogy is replicating the stuff that I liked and changing the stuff that I didn't.
Hello,

I have no problem calling on random people although I was a pioneer in remote learning as an undergrad (I never went to class!). I try to make it as non-threatening as possible because I really want to know what the students knows or perceives the material to present. If I ask a hard question, I am fine with "I don't understand" or a wrong answer - as long as the student is trying, it's a good thing. I can get them to understand and successfully apply material as long as they make the effort. A lot of my students have athletic backgrounds (as do I) so I try to establish some common experiences. Students generally understand we have the same goal - master the material. I've often said "I don't get paid extra for failing students". John Wooden has said "We haven't taught until they've learned". I don't go that far, though.
I have colleagues who call on students and for them it works, but it's really something that rubs against my character. I emphasize a ton of freedom in class, especially seminars, but that also means the freedom to stay quiet.
Hello,

Understood. I teach a lot of material that needs to be applied. When I ask a student something, that's when I learn - I learn how much they understand and could successfully apply material. I used to hold back on asking students questions - but then I would occasionally get a surprise when reviewing exams and seeing poor grades. I thought all was well and everyone got everything. Asking students questions is really to help me learn how well the material is received. I need to know that. Again, I teach more of the applied sciences - perhaps it works better in those disciplines.
That could be. Most of my stuff is interpretative. Still, if you can't read past the first two pages of the syllabus … :ohboy:
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Re: Rodney Dangerfield in Back to School

Post by Dr. Medulla »

My lord, what a clusterfuck today. Like, 1 minute in my camera cut out. Students have nothing but blackness but I see confusion on their faces. Someone via the chat tells me I disappeared. I chat to everyone to hold tight. Panicked switching of ports, which brings back the camera but then I lose my keyboard. Yay, students get to see me flustered and wanting to swear like a trucker. If they needed to humanize me, this was it. Fucking hell.

edit: Editing the video of the lecture, I now realize they didn't see the worst of my being flustered because the camera and mike were dead. Small blessings.
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Kory
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Re: Rodney Dangerfield in Back to School

Post by Kory »

In my work for one of my side jobs, I keep getting blog post submissions that use single quotes, which is driving me crazy, so I looked it up and found this:
Single quote marks are also sometimes used in academic writing, though this isn’t considered a rule. Specialist terms that are unique to a subject are often enclosed in single quotation marks in both U.S. and British English. This is very common in specific disciplines, particularly philosophy or theology. If you're writing in a specific discipline, check with the style guidelines of the institution or publication for which you are writing to verify if you should use quotes in this way.
The people that submit are typically academics, but it still really rubs me the wrong way and I change them to doubles anyway.
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