Headlines for Thursday:
- Flash fiction: "Nine Lives to One" 21:25
- Teaching reflections 21:37
- Cold! 22:21
- "What should I do with my life?" 22:50
|A||X||@1100-1200 Q1 Attend lecture in MP134 from 2005.11.17 (mie1407f)|
|A||C||Write follow-up mail to workshop participants|
|B||X||+enggpsych Get further sources for powergrid story|
1. Flash fiction: "Nine Lives to One"
NINE LIVES TO ONE (222 words)<br/> Sacha Chua
Ninety years old and he was still like a child around cats--a mean, cruel, nasty boy who kicked them and pulled their tails and 'forgot' to feed them. His wife loved the cats, but she loved him too, so she overlooked his cruelties and snuck her little kitties catnip every so often.
But cats don't forgive as easily, and they live for a long time.
Age took its toll on the man. He grew frailer and frailer. Bedridden, he ranted and raved at his wife as she took care of him. She pretended not to hear his insults.
The cats heard, though. They took to staring at him from the foot of his bed, silent witnesses to the verbal abuse his wife endured. After particularly bad nights, she'd find herself waking up to the purring comfort of cats snuggling under her blanket or rubbing their tiny faces against hers.
He sickened further, lungs heaving in the crisp night air, arms too feeble to move.
The cats almost seemed to smile.
One day his wife found him staring straight up, rigid. Dead.
Suffocation, the doctors said. How he suffocated in that bare room, no one could explain.
But the cats all purred, even the littlest ones as light as feathers on the nose and mouth and chest of a weak old man...
You can tell when I'm procrastinating something big. I write more flash fiction.
2. Teaching reflections
- <b>Attendance.</b> The professor emphasized the importance of the lab, so all the students showed up. The previous two lab saw half the seats empty, which distracted me a bit. A full house gave me more energy to work with and more questions to field during the lab portion.
- <b>Preparation.</b> I remembered to tell students about the detailed lab handouts prepared by the previous teaching assistant. The students also spent some time working on the project, which gave them plenty of questions to ask.
- <b>Timing.</b> The students had the theoretical background from the lecture _and_ the practical need for the tool (even if it was a need created by the project definition). The previous two lab sessions were a little too early, and the lack of theory and need confused the students. This time, though, everything fit.
That was the third time I'd covered roughly the same material, and the difference really showed. I learned from my mistakes and a few brave students' questions, and I figured out what aspects I needed to focus on in order to address their concerns.
I was supposed to introduce JESS, the Java Expert System Shell, but I felt that focusing on Weka for the entire session would leave the students with better understanding. That was a good call. There's enough time to briefly introduce JESS next session, anyway.
What can I do better next time? Preparation is something within my control: always make sure that learning is motivated by something and that students have written instructions that they can follow at their own pace. Attendance and timing are things I can address with the professor's help. I'll also take comfort in the fact that things get a little easier the more I teach them, so I shouldn't be too worried when I completely bomb the first time I teach something! =)
4. "What should I do with my life?"
Totally awesome. Read it. Then read it again. Then take a moment to listen for that quiet whisper, that faint urge. =)
I'd love to hear about any questions, comments, suggestions or links that you might have. Your comments will not be posted on this website immediately, but will be e-mailed to me first. You can use this form to get in touch with me, or e-mail me at [email protected] .