Mod-01 Lec-04 The Langevin model (Part 3)

[@abhimanyudubey338]

12:30 You know, it's really very unfortunate that not even a single student was able to help him out in this moment, and another faculty member had to jump in ( @ 14:33 ) . Moments like these, kills the passion of that lecturer who's taking that lecture. And then we students crib about teachers, not teaching their subject decently.

[@shanukarmakar7337]

Really he seemed unhappy at that moment

[@anuranpal3787]

He did start using the word "kill" after the unresponsive fiasco -> 15:06, 16:17

[@BigMoneyPauper]

Even if it might look like a minor technical issue, I hold strongly that the instructor should refrain completely from using notes during a lecture whenever technically possible. One thing, as aptly pointed by David Griffiths in his Millikan prize acceptance talk, is that reliance of the instructor on the notes breaks that very delicate intellectual trust between the audience and the teacher. The other point might appear counterintuitive. A good lecture does not necessarily equate to a great delivery. Sleek artistic performance often creates an illusion of simplicity which does not serve students well. This is not to say that the lecture must be boring or lousy, but simply that you should not fear embarrassment. There is hardly anything more instructive to a motivated student than seeing her teacher facing a difficult situation, and observing his thought process while (hopefully) successfully resolving the problem. Not having the notes to distract you also makes it easier to pay more attention to the audience and to remain more susceptible to its reactions. It keeps your mind sharper and conditions you better for unexpected questions. If you have never ventured into your classroom without notes, the idea of leaving them on your desk could be as unsettling as riding a two-wheeled bicycle for the first time, but the impact of your teaching can only improve as a result. - web.physics.utah.edu/~mishch/teaching_philosophy.html

[@elamvaluthis7268]

Symmetrical means which rightly fits the first half to the second half.Rearranging equation may be correct may not be correct always it will not work out.

[@akshatgupta1710]

Pain in the neck :p

[@abhimanyudubey338]

loll :P @40:50

[@shanukarmakar7337]

😂

[@krishnaphanindra1841]

lollll

[@elamvaluthis7268]

Professors follow the old method of writing equation from memory but writing from book each and every term explaining and the concept where it varies explaining with reinforcement will be better teaching.without seeing book writing equation on the board says about his memory not his intelligence

[@BigMoneyPauper]

Even if it might look like a minor technical issue, I hold strongly that the instructor should refrain completely from using notes during a lecture whenever technically possible. One thing, as aptly pointed by David Griffiths in his Millikan prize acceptance talk, is that reliance of the instructor on the notes breaks that very delicate intellectual trust between the audience and the teacher. The other point might appear counterintuitive. A good lecture does not necessarily equate to a great delivery. Sleek artistic performance often creates an illusion of simplicity which does not serve students well. This is not to say that the lecture must be boring or lousy, but simply that you should not fear embarrassment. There is hardly anything more instructive to a motivated student than seeing her teacher facing a difficult situation, and observing his thought process while (hopefully) successfully resolving the problem. Not having the notes to distract you also makes it easier to pay more attention to the audience and to remain more susceptible to its reactions. It keeps your mind sharper and conditions you better for unexpected questions. If you have never ventured into your classroom without notes, the idea of leaving them on your desk could be as unsettling as riding a two-wheeled bicycle for the first time, but the impact of your teaching can only improve as a result. - web.physics.utah.edu/~mishch/teaching_philosophy.html