4 ms·

Do this too often and you risk losing the trust of your students, however.

Mistletoe 2y ago
I’d be worried administration thought I had dementia and would be removed.
anon946 2y ago
Only if you let the mistake go unmentioned. I do a version of this where I glibly include a mistake, like: // Examples of dereference operator. int i, *ip = ..., **ipp = ...; i = *ip; // Assuming ip has been correctly initialized. i = **ipp; // Likewise. // The address-of operator is the opposite. ip = &i; ipp = &&i; I actually talk through the last line. Almost no one ever questions it. I then ask students to look at that last line again, and ask them if an address has an address, and if so, what does that mean, could it ever be useful?
- mewpmewp2 2y ago
  I see what the mistake is! You are using some sort of gibberish instead of using JavaScript and naming your variables with clear and verbose intent.
- coupdejarnac 2y ago
  If this is the lesson where you're introducing pointers to students, you're probably doing them a disservice. Reminds me of my engineering professors who were bored with the material, so they dove straight into difficult problems.
derangedHorse 2y ago
> It’s about finding someone who’s not ashamed to fail in front of you—and then figuring out the answers together. Students aren't going to lose trust in their teacher over mistakes. Establishing core concepts while tripping over details breeds humility for correction when real mistakes are made by the teacher and helps show students that it's okay to make mistakes. This brings more attention to the value of double-checking one's work and the opportunities for correction give purpose to their learning.
- pxc 2y ago
  Depends on how many mistakes they make each lecture. I had one math teacher in high school that our whole class basically gave up on because he was useless. The only way for us to actually get at the material was read the textbook outside of class and explain it to each other.
m463 2y ago
I read somewhere about a teacher who told his students at the start of each lecture that ONE thing would be wrong.

I’d be worried administration thought I had dementia and would be removed.

Only if you let the mistake go unmentioned. I do a version of this where I glibly include a mistake, like: // Examples of dereference operator. int i, *ip = ..., **ipp = ...; i = *ip; // Assuming ip has been correctly initialized. i = **ipp; // Likewise. // The address-of operator is the opposite. ip = &i; ipp = &&i; I actually talk through the last line. Almost no one ever questions it. I then ask students to look at that last line again, and ask them if an address has an address, and if so, what does that mean, could it ever be useful?

mewpmewp2 2y ago
I see what the mistake is! You are using some sort of gibberish instead of using JavaScript and naming your variables with clear and verbose intent.
coupdejarnac 2y ago
If this is the lesson where you're introducing pointers to students, you're probably doing them a disservice. Reminds me of my engineering professors who were bored with the material, so they dove straight into difficult problems.

derangedHorse 2y ago

> It’s about finding someone who’s not ashamed to fail in front of you—and then figuring out the answers together. Students aren't going to lose trust in their teacher over mistakes. Establishing core concepts while tripping over details breeds humility for correction when real mistakes are made by the teacher and helps show students that it's okay to make mistakes. This brings more attention to the value of double-checking one's work and the opportunities for correction give purpose to their learning.

pxc 2y ago
Depends on how many mistakes they make each lecture. I had one math teacher in high school that our whole class basically gave up on because he was useless. The only way for us to actually get at the material was read the textbook outside of class and explain it to each other.

m463 2y ago

I read somewhere about a teacher who told his students at the start of each lecture that ONE thing would be wrong.