Re: Pedagogy

["Fernanda Foertter [Advanced Physics Forums]" <admin@ADVANCEDPHYSICS.ORG>]

on a humorous note, if that conversation happens to be over Jackson, then
all of us are allowed to rant over the difficulty level of the problem ;)

But you are correct...sometimes it is because a student has spent so long
trying to understand the problem that they are defeated when they finally
work up the courage to ask the question.

Ever start a problem, that after two pages you just *know* the answer is
easier than you are making it?  And then someone shows you the answer and
you can't help but feel dumb about how you went about it?

We've all been there...that one problem that you just can't see the answer
to it and you are into your third hour of research about it...so when a
student comes up to a prof that defeated, the last thing they need to hear
is "oh, thats easy!"

Fernie
----- Original Message -----
From: "Michael Edmiston" <edmiston@BLUFFTON.EDU>
To: <PHYS-L@lists.nau.edu>
Sent: Thursday, May 06, 2004 3:04 PM
Subject: Re: Pedagogy


> Wolfgang Rueckner asked, "Why not just answer the student's question
> without value judgements?"
>
> Yes, that is my first choice.  But the student often essentially demands
> a value judgement.  It might start from the very beginning or might
> creep in after a few minutes of dialogue.
>
> Student: I need help with this problem.
>
> ME: Okay.  What have you done so far?
>
> Student: Nothing.  This problem is too hard.  I don't even know where to
> start.
>
> ME: Well, let's read the problem and I'll ask you some questions to see
> if I can lead you toward a starting place.
>
> Student: It won't do any good.  These problems are just too hard.
>
> ME: Well, let's try.
>
> Student: I don't know why you chose such a difficult book and why you
> choose the hardest problems.
>
> Variations of the above dialogue are common.  These students are not
> going to get the picture until I agree with them that the problem is
> hard, or I convince them the problem is easy and they can do it.  Some
> students need the support of having me agree that the problem is hard.
> Others need the confidence that comes from being told the problem is
> easy enough that I really think they can do it.  Others need a reality
> check, a kick in the seat, to let them know this type of problem is the
> same level of difficulty that students are doing in colleges and
> universities throughout the world, and if they transferred to another
> college or took the course with a different professor, that this type of
> problem is not going to go away.
>
>
> Michael D. Edmiston, Ph.D.
> Professor of Physics and Chemistry
> Bluffton College
> Bluffton, OH 45817
> (419)-358-3270
> edmiston@bluffton.edu