Teaching Repeating Students

As of now, i am working full time as a lecturer in a technical institution somewhere in Selangor. I am also doing a full time work at my former university in which i studied.

The job is easy: i have to teach technical mathematics for engineering students of diploma level. Fair enough. The pay is quite high: RM 100 per hour. However, here's the challenge: the students are repeating this subject.

What then, is so hard about this maths? I don't even know, if you ask me. I have always enjoyed learning Mathematics, even though they can be quite tough and goddamn hard.

Anyway, here's the topic that i'm teaching for part time students: Complex Numbers, Function, Limits & Differentiations and Integration.

And guess what? I have been assigned to teach mathematics by using power-point and teaching in the lecture theater. Now, what about the number of students? I have approximately close to 200 students.

How then, am i going to teach these students? Well, on Wednesday, from 8.15 to 10.15pm, i teaching this 200 students in one shot, in the lecture theater.

On other days (Mondays, Tuesdays and Thursdays), the students are divided into their tutorial group, with each consisting of approximately 66 students per class. The tutorial group is still large. Well, i can't complain, can i? I have to carry out all the work assigned...

Luckily, i have a partner: Syahrin Zen...otherwise, without a partner, i probably have to work my ass off teaching this students.

What are the challenges, you ask? Allow me to answer:

Challenge 1 - Teaching these students in large crowds, especially on Wednesdays

Oh, i love this challenge. The truth is, i love teaching in LARGE crowds. It turns me on and i will definitely be fully satisfied after the class. But the challenge is, not many students can focus?

Why? That i don't know. Now, you readers, tell me, how would you shut the students' mouth up during a 2-hour maths lecture? It is almost impossible.

Now, how do i control the crowd? Well, i ensure that i actively involve them during the lecture. I memorise their names and i ask questions to students at random. And this is the bit that i love doing: calling the students, at random and during the mass lecture, to come forward and solve the problem.

That way, it'll keep them focus and stay awake during the lecture.

Challenge 2 - Teaching those without strong basics

This is another challenge. You see, this kid comes from a poor result (not all, but some) in SPM, and especially in mathematics. One thing that needs to be kept in mind: Mathematics and Engineering are inseparable. They are socks and shoes, Romeo and Juliet and husband and wife. However, these students apparently have been admitted into the university even though they have poor result in mathematics during SPM.

One may argue that you can alwats learn mathematics, even if you fail in the first stage. Yes, the argument seems logical, but is it really practical? Do you need to go to the basics if you were teaching advance topics? Tell me, do you really need to revise the topic "fraction", in which they should've master them during primary school? And do you need to repeat too many a times that "negative multiply by negative yield positive answers"?

Now, how do i overcome this? Well, i have NO choice but to do a quick revision prior to teaching mathematics. For example, before i teach them how to represent a complex number on Argand diagram, i'll make sure the students know how to sketch linear graph on Cartesian plane first. Then, i'll relate the general equation for linear functions with that of the general form of a comple number.

To enhance the teaching and learning process, i would use and varied my whiteboard markers. For example, i'll sketch the axes by using black-coloured marker, and then the graph by using the blue-coloured marker. That way, the students will understand better. Hopefully.

Challenge 3 - Teaching using power-point

With greatest respect to Microsoft, i have to say that teaching mathematics by using powerpoint is pointless. You see, mathematics is not a static subject; it is however, a moving one.

Therefore, using power-point would seem, at least to me, pointless when it comes to teaching mathematics. However, i would like to stress that power-point has its advantages too, but with greatest respect, not in mathematics.

I prefer to use the "traditional" method in teaching mathematics. What do i mean by the phrase "traditional'? Well, it encompasses of OHP, Whiteboard, Mahjong paper and manila cards.

Why do i use OHP? I love OHP, because this can project your document on the wall. Furthermore, you can also write additional notes on it, unlike with power-point.

Whiteboard? This, i think is the best method ever of teaching mathematics. However, the white-board in my university is "small" compared to the whiteboard in prestigious institution. Now, if the whiteboard is small, then i can't teach effectively. You see, teaching is not only about delivering the knowledge, it is about making the students to understand the substance and subject-matter of which you are talking about. And it is also about allowing some-time for the students to write down what you said and what you project to them.

Thus, having large whiteboard would certainly allows the lecturer (me) to write more notes and stuff on the whiteboard, without having to think of wiping it off for another 20 to 30 minutes or so.

Mahjong Paper & manila cards? This is another favourite methods of which i like to use. The thing is, after i finished writing this on the "mahjong" paper, i can give this note to the students as a "gift" of which they have to promise me that they'll paste it on the wall at their homes. So, it think that "mahjong" paper can be beneficial to the students and lecturers.

Challenge 3 - Marking & Assessment

This is another challenge. Here's the situation: suppose that i'm teaching 200 students. Then, i need to prepare a test. Now, let us suppose that the test contain 10 pages. Then, the number of pages which i have to mark is 10 x 200 = 2000 pages. However, this is excluding additional notes and pages of which the students may attached together with the question paper.

Now, marking is not simply about ticking the last answer. Marking, in mathematical context, is about reading the steps involved in finding the answer. Even though your last/final answer is correct, but if you used the wrong method, then you won't earn a fullmark. You'll earn probably 1/4 of the mark. That's what distinguishes mathematics from other subjects.

Mathematics is about the art of solving problems and equations. The method and manner of which you are solving the problems have to be clearly outlined. All variables must be defined and symbols must be used correctly. Equal sign should be laid in sequential order. Consistency is a must in outlining the solutions.

Now, some have asked me to just give test consisting multiple-choice questions. This may be good for the lecturers, especially when it comes to mark. However, it will not benefits the students, as well as the lecturers. Why? Because, there is a tendecy of "guessing" the answer to the multiple-choice question. Therefore, the questions for the test should be varied and balanced to as to avoid prejudice, bias and inconsistence in assessing students' knowledge.

And furthermore, marking is not about ticking what's right and crossing for what's wrong. It is an art. It is also a method of finding out how effective your teaching has been and how much have your students learned insofar. Therefore, shame on you for telling me to do my job easily.

Teaching is a noble profession, and i do not wish to tarnish the nobility of teaching by giving questions which doesn't tests students understanding of mathematics. And for those who advises me to use ALL multiple-choice question for the test; then: shame on you. It will not help me to advance in my career; instead, it will however produce low-quality students...and when people notices the students' poor knowledge of mathematics, then they will start asking the student "who did you learn maths from?"...what then are going to be responses? Who is to be blamed? or partly blamed?

A thought to wonder...