Dr. Pierson's Office Hours

[prof-methos.livejournal.com]

Perhaps foolishly, Methos made his way through the thickening snow to attend his office hours.

Coffee is appreciated.

Comments

Re: After everyone

[prof-cregg.livejournal.com]

"Oh, yeah...it was. Minus the decent dialogue, funny characters, and anyone selling the chance to look at my underpants in the boys room."

Re: After everyone

[prof-methos.livejournal.com]

Methos looks intrigued by the idea of underpants. "I was wondering if I could ask you something."

Re: After everyone

[prof-cregg.livejournal.com]

"Sure. Ask away."

Re: After everyone

[prof-methos.livejournal.com]

"This is in your professional capacity, mind you. I fear that my lectures end up too dry for my students. The last time I lectured... well, let's put it this way. Back in those days, Oxford dons were not allowed to get married. Lectures were *supposed* to be dry. But I'd like to engage the students a bit more. Any tips?"

Re: After everyone

[prof-cregg.livejournal.com]

"You...lecture?"

She looks incredulous, and finishes her coffee.

"Have you thought of...um...not? Give the students the topic and turn them loose, have them present their findings. Make them teach each other. Or music helps. Or...you could always just drink a beer before class." she nods, but really hopes he knows she's just kidding about that last point.

Re: After everyone

[prof-methos.livejournal.com]

In turn, Methos looks startled. "Actually... no, I've never thought of that. I mean, that's what the discussion section is for. I can't really just hand it over to the class and say, 'Okay, tell me the ramifications of Simon de Montfort's rebellion against the king's authority in 1265'. It seems a bit unfair to make them research the topics when it's my job to teach them. Some of them are having a hard enough time because I forgot to mention that 'Britain' and 'England' are functionally the same. I have to give them data. But I fear that I'm drowning them in information."

Re: After everyone

[prof-cregg.livejournal.com]

"Can you just hit the high points and then turn them loose? Let them know the essential information and see what they feel is important to discuss? I mean, you said you lived it so what you thought was important isn't what others find interesting. These are smart kids, Adam. Try it for a week, if it doens't work, hey...so they don't know about the Porridge Rebellion of 1430. So what?"

Re: After everyone

[prof-methos.livejournal.com]

"Define high points. Define essential information. I know they're smart kids, but a lot of them don't have the referance points for this. And it's my job to make sure they understand about the Porridge Rebellion of 1430, or, at least, why we still give a damn today." Methos sighed. "Okay. Thanks for your insight. I just think I have a responsibility to give them the information."

Re: After everyone

[prof-cregg.livejournal.com]

"See the problem with a lecture is just that. Giving them information. Without them actually doing something with that information I can pretty much promise they'll miss the 'give a damn' portion of your point."

She shrugs and kisses him lightly on the cheek.

"Don't be that guy, Adam. Don't be the dry teacher. They loved you in the library...why? Because you were interesting. I like how you explain things to me. How your eyes light up. You'll find it...don't worry about it."