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A little epoxy should create this simple useful thing. |
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agreed, but thats not quite as marketable
as i had envisioned. I'm thinking it would
be recessed into the foam on the back or
the eraser. Why the [-]? |
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I think possibly because it's just two widely available items stuck together, despite its possible usefulness. Similar ideas that might not attract buns could include a t-shirt with a clock in it, a mouse-mat with a clock in it, or perhaps a dog, with a clock in it. |
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//perhaps a dog, with a clock in it// |
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Baked. It's called a watchdog. |
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[bleh]: Is it that the teacher doesn't have a calculator and he has to ask someone in the class to provide him with the answer? Lazy bugger! |
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I'd have a lot more respect for the teacher if they just gave an approximate answer. This would convey the messages that: a) the correct approach to solving a problem is more impotant than the answer itself; and b) being able to approximate the answer before you punch it into a calculator is an important skill. |
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Ah, but asking a student to do a calculation is a form of audience interaction - rather than genuinely needing a student to do the maths. Admittedly, it might miss the mark as mode of class engagement... |
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30.7054 - sorry, I've been in a meeting |
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//I'd have a lot more respect for the
teacher if they just gave an approximate
answer. This would convey the
messages that: a) the correct approach
to solving a problem is more impotant
than the answer itself; and b) being able
to approximate the answer before you
punch it into a calculator is an
important skill.// |
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Agreed on both counts, but as i will not
be attending a *real* college until fall,
i'm stuck with the lazy fools. I've had a
few good teachers who either have
worked the problem out in advance so
they dont have to wait, or will give
approximations. Those are my favorite
teachers. Alas, I am now stuck with a
fool in charge of a chemistry class. |
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//Ah, but asking a student to do a
calculation is a form of audience
interaction - rather than genuinely
needing a student to do the maths.
Admittedly, it might miss the mark as
mode of class engagement...// |
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also agreed, but I think a more valuable
form of engagement is having the class
provide the formula, not the answer to
the maths. |
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//valuable form of engagement is is having the class provide the formula// |
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Absolutely, as long as the teacher/lecturer doesn't use, what I call, "The Assassination" method. One lecturer I used to have would pick on someone to answer a question and then just move to the next person etc. until someone got it. |
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It would be really embarrassing when he got to the 10th-plus person. He would get incredulous and accuse the class of being lazy and/or idiots. He didn't think for a second it could be because of his crap teaching! |
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//I'd have a lot more respect for the teacher if they just gave an approximate answer // |
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This is useful only if it's followed by the abbreviation "o.w." - something I use constantly and stands for "or whatever." |
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We have those digital whiteboards in a lot
of the rooms. Most of the teachers just
write on them with regular markers. I'm
telling you I'm being taught by fools. |
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//I'd have a lot more respect for the teacher if they just gave an approximate answer ... being able to approximate the answer before you punch it into a calculator is an important skill// - see link |
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I think of that link often, as I practice my
estimation skills all the time while others
rely on calculators. Its a great idea. |
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