Most professors and students share a few common things such as wanting all the students to pass the class and how well the students retain the information taught so they can get an education; those goals pertain to me because that is what I am aiming for also. College Algebra is a very interesting class to me. To make this class different from other core classes would not be that hard but it would take a little more effort. The following are criteria that would make a great general education course and would also benefit my core class. Professors could change up their teaching techniques. The relevance of the class should relate to the real world. The interaction between other students in the classroom would benefit the learning environment and the communication between the professors and their students should be strong and up front.
My first criterion for …show more content…
Her most common technique is after teaching and going over a couple of notes, she lets the students do a couple of examples to see if we could do them and then she would go over them with us to see if we did them right. When she does this it helps us see what we made mistakes on but she does not give us enough time to complete the example and starts working it while we are trying to at the same time. The time it takes to complete a normal quadratic equation problem, which looks like x^2-3x+6=4 is probably three to four minutes, but she only gives us about forty-five seconds to a minute to finish. A problem with this is she does not give us enough examples to do on our own. Roughly, she will let us do four problems per section of notes which is not a lot because there are at least twelve problems per section of notes. We do at the most two sections of notes per class session so that only gives us either four to eight problems to work out. This is not enough for the students to get a grasp on how to do the
My first criterion for …show more content…
Her most common technique is after teaching and going over a couple of notes, she lets the students do a couple of examples to see if we could do them and then she would go over them with us to see if we did them right. When she does this it helps us see what we made mistakes on but she does not give us enough time to complete the example and starts working it while we are trying to at the same time. The time it takes to complete a normal quadratic equation problem, which looks like x^2-3x+6=4 is probably three to four minutes, but she only gives us about forty-five seconds to a minute to finish. A problem with this is she does not give us enough examples to do on our own. Roughly, she will let us do four problems per section of notes which is not a lot because there are at least twelve problems per section of notes. We do at the most two sections of notes per class session so that only gives us either four to eight problems to work out. This is not enough for the students to get a grasp on how to do the