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>One thing that helps is to tell students, explicitly, that they are expected
>to figure things out. Nobody "automagically" knows the answers, although
>sometimes it can seem that way.
I found, quite by accident, that if I clearly didn't know how to
solve a problem once it was raised, and the students got to watch my
thought processes as I worked through it, it helped them. Once I
stumbled on to this, I would try to get a problem or two tossed out
each week that I didn't know how to solve before-hand, and then as I
worked through the problem, I would point out explicitly what I was
doing and why. /more excellent stuff clipped for brevity/
Hugh Haskell
<mailto:haskell@ncssm.edu>
<mailto:hhaskell@mindspring.com>
(919) 467-7610