The basic psychology course that Schiller taught was the longest course that he taught at Gotham University. Due to the shortage of psychology professors and the insufficient level of some students who stayed at the school to teach, Schiller could not concentrate on his role as a master's tutor and
A doctoral supervisor must teach undergraduate courses, from introductory courses to advanced courses. He said he works 40 hours a week, but he actually attends 40 hours of classes.
But there is also an advantage, that is, he can teach introductory courses in basic psychology with his eyes closed. The so-called writing of lesson plans is just a slight deletion based on the undergraduate lesson plan, and the general content remains unchanged.
Basic psychology is relatively boring. The first few lectures are all about various definitions, and then they are basically introduced using various psychology masters and the development history of psychology. At this stage of Gotham University, it takes about 10
~12 class hours to complete.
The first 5 classes are used for recitation, the last 5 to 7 classes are used for group discussions and reports, and then there will be 1 to 2 social practice classes, that is, going to the streets to do questionnaires.
After coming to Mercury, Schiller discovered after just two classes that taking five classes to memorize was a bit too small for these students. They had memorized all the key points he taught in the first two classes after class.
There is no need to teach it again, so this part is compressed to about 3 class hours.
In other words, as soon as this morning's class is over, the definition consolidation and recitation part is over.
Schiller is in the office thinking about how to arrange the next group discussions and reporting sessions.
When he was at Gotham University, Schiller was basically very strict in class, because it was already very difficult just to supervise them to recite and ask them to complete the basic work of reporting.
Universities all over the world have this phenomenon, that is, the upper and lower limits are very different, and professors cannot spend too much time supervising underachievers, which leads to too many things to consider when promoting course progress.
Neither can we be left far behind by the top students, nor can we completely ignore those who are not studying. We must also meet the learning progress of the vast majority of middle school students. Therefore, every time he leads a group activity class, Schiller has to work hard without giving up.
Effect.
To this end, he wrote many reports, requesting the hiring of new undergraduate teaching staff so that he could concentrate on teaching graduate and doctoral students. But unfortunately, no one wanted to come when the situation in Gotham was bad. The situation finally got better.
, the economy is in crisis, and the school cannot afford to hire new people.
It can be said that for more than ten years, Schiller single-handedly supported the psychology department of Gotham University.
Sitting in his office, Schiller was also struggling with how to arrange group activity classes for these students.
Theoretically speaking, if they recite so quickly, group classes will be no problem. However, if they only recite quickly and are not good at social and work coordination, problems may arise if the class content is arranged too tightly.
The two classes that Schiller took basically followed the text, and the students were all copying notes with their heads down. There was no interaction between them, so if Schiller wanted to know the social skills of the students, he had to ask other professors.
.
Schiller, of course, first found Oliver who was closest to him. It happened that the military class taught by Oliver also needed to be divided into different camps for war games. This kind of activity is the best way to show comprehensive ability.
After hearing Schiller's question, Oliver thought about it carefully and said: "I think you must emphasize one requirement, that is, each group must have people of all different races, that is, there must be both Amazon female warriors and Amazon warriors."
There are Atlanteans, humans, and preferably aliens or other superheroes."
"Because if you don't do this, they will be more willing to form a team with the same race, and the group will be very tight. This will not achieve the purpose of training their social skills at all, and it will also easily lead to conflicts between races."
"Wouldn't it be better to divide into groups?" Schiller asked.
"This can at least create a balance." Oliver said: "Of course you'd better stipulate that there can only be one person of the same race in a group to prevent them from bullying others with too many people."
Schiller felt a little headache. There is basically no problem of racial discrimination at Gotham University. In fact, racial discrimination does not exist very much in Gotham. Skin color is not a big issue here at all. It doesn’t matter whether you are black, white or yellow.
All living beings are equal.
Therefore, Schiller had little experience in regulating racial conflicts, and there were no short-sighted students who dared to bring conflicts to him.
But when he thought about it, he knew that it would be strange if several races with completely different living habits, living environment, educational backgrounds and even physical structures were put together and there would be no contradiction.
Therefore, the arrangement of group discussion classes is particularly important. Once there is a situation of same-race grouping as Oliver mentioned, the classroom effect will be very disastrous.
Although the metaphor is not accurate, it is a bit like an emperor and his ministers. If the emperor allows his ministers to stick together, his leadership position will be replaced by the opinion leaders within the group. Once he cannot persuade them, it will be difficult to carry out subsequent teaching work.
Schiller cannot resort to force now. On the one hand, he did not bring an umbrella, and on the other hand, his current physical condition is not very good.
He also cannot use the method of calling parents that he often used during the Gotham gang days. Diana, Arthur and Oliver cannot be completely regarded as the leaders of these races. Their demands are not coercive and can only be suggestions at best.
, and without the ability to enforce restraint, their deterrence against these people will be greatly reduced.
Moreover, Schiller cannot stand on the moral high ground, because these students are much better than the students at Gotham University. They can complete their learning tasks flawlessly. When the students make no mistakes,
Schiller would not scold them for nothing.
Therefore, to lead a group discussion class well, Schiller really had to show some real skills.
After chatting with Oliver, Schiller went to find Clark again. Clark was also working on a lesson plan. His lesson plan was much more complicated. It took him most of the day to look up the information. Fortunately, he was from Krypton, and it was very close to the sun.
, it takes five minutes to charge and lasts for several days. Others may not be able to withstand this workload.
Even so, the espresso on his table was still there. When Schiller came in, Clark said without raising his head: "If you have any questions, please send me an email and describe the problem clearly. I will answer it within 24 hours."
reply."
"I'm afraid my problem can't be described clearly in an email. Clark, are you okay?"
"Oh my gosh, Professor."
"You are also a professor now. Has anyone ever called you Professor Kent?"
Clark smiled brightly, stood up and went to pour coffee for Schiller. He said, "They always call me that, which makes me feel awkward, but I can understand you a little bit now, professor. It feels good to be a teacher by example."
Schiller also smiled and sat down and said: "I know you are very busy, so I will try to be as brief as possible. After taking so many classes, what do you think of these races? The best among them.
Who are they?"
"Well..." Clark drawled slightly, and then said: "Actually, I feel pretty good about them. They are a group of smart and energetic children."
"Some of them are older than you."
"You can't look at it that way, professor, it depends on mental age, right? Although Amazon girls have long lifespans, they have only entered society for a few years. The rest of the time is spent training on deserted islands, and their minds are not as good as those of teenagers.
Pretty much the same girl."
"There are some alien superheroes who have been wandering in the universe for a long time and have gained a lot of experience. However, their physical and mental development is slower than that of short-lived species, and their mental age is only in their early 20s."
"You think you can't treat them as adults?"
"They are far from mature." Clark shook his head and said: "The most mature among these races are humans, especially the children of Mexico. Their hometown is full of poverty and riots, which makes them more mature than their peers.
People are more mature."
"What about Atlantis?"
"They have a lot of weird ideas." Clark laughed and said, "They are not on the same line as human thinking, but they are always full of inspiration and positive. If you interact with them more, you will know that they are quite lovable.
Like it.”
"When are you going to hold a group discussion class?"
Clark was stunned for a moment and said, "Group discussion? Is there anything they can discuss?"
"No, Clark, it's not about asking them to discuss something, but there must be a process of discussion, not just you teaching them knowledge."
"Why is this happening?" Clark asked.
Schiller sighed, and suddenly realized that he had overlooked a big problem, that is, none of these professors had a professional background, and they seemed to be setting up courses according to their own ideas.
"Because only receiving one kind of education for a long time can easily form thinking inertia, leading to rigid and rigid thinking. If you only receive knowledge from teachers in school, we usually call it cramming education."
"In order to avoid this phenomenon, we need to enrich educational methods during the course, such as group discussions, social practice, family experiments, etc., so that family education and social education can participate, so as to retain students to the greatest extent.
They have active minds.”
Clark scratched his head and said: "I have given them three lessons, and I think they have learned very well."
"Have you finished the first part of the theoretical knowledge?"
"It should be almost done, I've already introduced a lot."
"Can you show me your lesson plan?"
Clark rummaged through and found a pile of paper. Schiller frowned as soon as he saw it. There were no errors in what was written on it. The problem was that it was not a lesson plan. It only contained knowledge and Clark's ideas for describing the knowledge.
No mention of students at all.
Anyone who has teaching experience or has passed the teacher qualification certificate knows that the biggest difference between writing a paper and writing a lesson plan is that the paper only needs to focus on knowledge, but the lesson plan must focus on the students, and the knowledge is listed to guide students.
Schiller sighed and wanted to talk, but he didn't know where to start. He asked: "Diana didn't mention to you that she wanted to have a group discussion?"
Clark shook his head and said: "She is a physical education teacher. Does physical education also need to be discussed?"
"Then we also need to conduct group activities, including group exercises and group confrontations. You have not organized social practice?"
"We are on Mercury now, where can we practice?"
Schiller sighed deeply and said: "Although they are on Mercury, the Internet is not disconnected. They can do online practice or have video calls with their relatives, friends and family."
Schiller put down the pile of lesson plans and said: "Let's do this. At nine o'clock tonight, we will spend two hours to hold a teaching seminar, and I will send you an email."