Quote from: Winy on October 30, 2020, 02:35:49 PM

Quote from: Verbatim on October 30, 2020, 01:39:08 PM

Quote from: Coomer on October 30, 2020, 01:30:07 PM

Maybe you should let people respond and not make assumptions yeah?

sometimes assumptions are fair; that was one of those times

Don’t know man, if me “Exaggerating my accomplishments” is related to a brief and pointless disagreement from several years ago over a fitness-related colloquialism (Which is the only thing I could possibly imagine you’re talking about), then using that as a justification for suspecting I’d outright lie about my job is kind of unjustified.

that's super funny to me that you even remember that

anyways yeah, i'm just saying, i'm going on my 14th semester at college right now, and i've NEVER seen a teacher who was younger than like, 28-30

i didn't say you were lying, i was saying it was possible that you might've been a TA or a sub, which wouldn't necessarily be a lie—it would just be kind like calling yourself jacked when you're just fit

Are you still in computer science? Sorry, I honestly just don’t remember that well, but I think that’s what you were in last time.

And to be fair to your doubt, I’m the youngest person in my department, but only by a handful of years. I think the next-youngest is twenty-seven, but at least a few new hires during orientation were near my age (But they’re elsewhere in my district so I don’t know them well). I might’ve started even younger, but I took a semester off because of my deteriorating mental health Sophomore year, and withdrew from all but one of my classes at the start of Junior year following my cousin passing away in the Spring. My grief was delayed and I eventually broke down halfway through the Fall semester.

(FUCK how math classes are taught)

You have my sympathy, my frustration with the ways that math and physics instruction are generally carried out was part of my motivation to become an educator. I'd felt that way for a long time, but college cemented my drive for teaching because I wanted to rectify the issues I saw in normal instruction. I trudged through many classes and constantly reflected on them to develop an understanding of why the methods used by professors were or weren't helpful to me. Personally, I just don't think that the amount of time allotted to you during a semester is usually appropriate if the goal is genuine mastery of the topic. But I suspect a lot of people end up feeling that way.

There are also simple issues of blanket assumptions about students' comprehension of prerequisite courses, badly-worded or needlessly verbose explanations, and a bunch of other little issues that compile to make absorbing information difficult for any student. It's a frustrating situation to be forced into, and often leaves people with the incorrect view that they're just stupid and aren't wired to comprehend the material.

Isn't that why some courses have a direct course required afterwards though? For example, I have to take Film Production 1, 2, & 3. Three separate courses because one semester isn't enough for all the information? I don't see how Math would be different in that regard (and I recall in college there was Calc 1, Calc 2, etc.).

Quote from: Winy on October 30, 2020, 04:08:28 PM

Personally, I just don't think that the amount of time allotted to you during a semester is usually appropriate if the goal is genuine mastery of the topic.

I have no idea how film classes work, but I’m not sure you’re understanding the issue I have with math/physics course leveling in college. The point is that passing Calculus I does not even remotely imply that you’re fully prepared to transition to Calculus II, and passing Calculus II doesn’t imply you’re ready for Calculus III.