- OnTutoring
- On the benefits of my far-out exercises
- Gnus funkiness – reply to multiple posts
- CS21A review project
- Pisay considering open source
- Linked lists for people
- Slashdot story?

September 11, 2003 - Categories: teaching

- Encourage students to come to tutorial sessions with a list of prepared questions. Tutorials are not mini-lectures, but rather opportunities for students to clarify things they don’t fully understand.
- Help students prepare for the tutorial session by asking them to each divide a sheet of paper into three columns – “I know”, “I want to know”, and “I learned”. Ask your students to fill the first two columns at the start of the tutoring session. At the end of the session, students can summarize what they learned in the third column.
- Attitude is as important as knowledge. As a tutor, your job is also to help students build confidence. Reassure your students that they can understand the material. Try to determine what’s holding students back. How do students feel about the subject? Do students perceive it as irrelevant? Are students intimidated by the complexity of the material or by other classmates? Consider students’ current attitude when tutoring, and help students develop a more positive attitude toward the subject.
- You’re not there just to teach the language. You can also help students develop problem-solving skills and the ability to learn independently. Don’t just demonstrate what you know, but talk about how you learned and share your strategies for learning.
- Particularly for programming: If students are having a hard time with writing programs, ask them to express their solutions in English first, and then help them translate it step-by-step.
- Try to link new topics to previous knowledge. Show how new concepts are related to old ones. Introduce new topics in a step-by-step manner, building on previous material. This helps students review

past lessons. It also helps students build confidence because you proceed from something students are familiar with. - Listen more than you speak. As much as possible, try to guide students to the right answer without dictating it.
- You may need to demonstrate the solution of a problem if students are stuck. However, do not let students passively listen. After demonstrating the solution, for example, you can hide your solution

and ask students to do it from scratch. You can ask students to rephrase it in their own words. You can ask students to highlight important points and then solve a slightly different problem. - Ask questions and give exercises. You need to test your students’ understanding. Students may have a hard time estimating their understanding of a topic. They might understand something while you’re explaining it, but when they’re on their own, they get confused. Ask lots of questions and give exercises so that students practice what they learned.
- Make sure you have follow-up work or exercises so that students can continue practicing at home. If you’re familiar with the textbook or have a bank of exercise ideas to draw on, you can quickly prepare a personalized study plan with suggested exercises and readings.
- Group sessions can be very effective, especially if you get the students to answer each other. I particularly like doing this, as it has a number of benefits. Students build confidence, make friends,

and learn that they’re not the only ones having problems. They can help each other review , too! - Keep your eyes open for good examples, analogies, and exercises. Write your ideas down in a notebook or blog someplace. (Shameless plug: I put a lot on my blog, and I love swapping ideas with others.)
- - Smile.
- - Enjoy tutoring. You also gain a lot from tutoring. Tutoring develops patience and communication skills. It also forces you to gain a deeper understanding of the subject matter. From time to time,

you’ll also learn something new from your students. Plus, you get that incredibly warm and fuzzy feeling when your students understand something (or are at least get somewhat closer to feeling they can).

September 11, 2003 - Categories: -Uncategorized

From one of my students:

>> Do you like exercises like this, or should we just stick to the stuff in >> the books? > Both. But I like exercises like these more because stuff that's in the > book, I can do on my own when I have the time. Stuff like this is > different, and interesting.

I should keep that in mind. =) Stuff that’s in the book I can suggest

for practice, but in class, let’s do something unusual and useful.

September 11, 2003 - Categories: -Uncategorized

I just discovered something funky about Gnus. If I mark several

messages for processing (# in the summary buffer) and then hit r to

reply, Gnus ever so helpfully puts the messages in one article buffer.

Wow. =)

IOApplet

o Drawing Objects

o GraphicsIOApplet

o Declaring and Initializing Arrays: Single and 2D

o Searching and Sorting Arrays

September 11, 2003 - Categories: -Uncategorized

(education)

Quoting speedstorm25 <speedstorm25@yahoo.com>:

Hi, Jaime and I are conducting a quick pulse to determine which

topics you are not familiar with or are having problems with so

What an excellent idea! =)

In fact, let’s take it even further. I’ll make it an extra-credit project

that everyone can participate in.

Here’s a rough list of what we’ve taken up so far.

– Variables and data types

– Expressions

– Input and output (including converting from Strings to int)

– Boolean logic

– If and if/else

– While loops

– For loops

– Loops within loops

– Classes and objects

– Attributes

– Methods

– Constructors

– IOApplet

– Interfaces

– Drawing objects

– GraphicsIOApplet

– 1-d arrays

– 2-d arrays

– Arrays of objects

– Searching

– Sorting

I want the class to make review materials for the different topics. You

can make flashcards, notes, or tutorials. You can write poetry or draw

pictures – please scan them or use a computer graphics program so that we

can easily share the pics. You can collect and organize programs that

demonstrate your concept. Anything goes!

This is how we’ll do it. Tomorrow, you’ll volunteer for the topic you’d

most like to do by writing your name and e-mail address on the board. If

you want to prepare review materials for a topic not listed, no problem –

just tell me and I’ll add it to the list! We’ll arrange it so that people

are working on different topics. If you really, really want to pick a

certain topic, come early! First come first serve.

Over the weekend, you’ll make the review materials. Be as creative as you

want. Remember, your classmates are going to use your review materials!

Also, suggest at least three questions (and their answers, of course)

based on your topic. We’ll see if we can include some of the questions

from the class in our final exam. =) Be sure to include credits – you can

be proud of your work!

If you have any ideas that might help your classmates who are working on

different topics, feel free to e-mail them or call them up and talk to

them. Go ahead – share your notes and your sample programs. =)

On Monday, submit your work to me on a diskette or through e-mail

(sacha@free.net.ph). Provide instructions for your classmates so that

they know how to use your review material. If you want to earn even more

extra credit, you can volunteer to organize all your classmates’

submissions into a nice website and/or directory tree. By the end of next

week, we might even have a CD that you can take home and use to review.

Sounds like a good idea? I’m sure you can do it! This is going to be fun

_and_ educational, and it will help you review for the finals as well.

I’m looking forward to seeing your work!

September 11, 2003 - Categories: -Uncategorized

But sysad not familiar with it. Plan: Teach Computron, get them into

Linux. UP LUG kinda busy educating UP. Minimal support from

department.

September 11, 2003 - Categories: -Uncategorized

- Inserting

– Reinforce stacks, queues

– Searching, deleting

– Iterator

– Garbage collection

Cute!

Other stuff

– Problem: Might get bored?

– Problem dealing with bonuses.

– Procrastination

September 11, 2003 - Categories: -Uncategorized

More people having platonic relationships? Two, three weeks ago.