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One of the things I enjoy most in a class is to ask, "Questions?" - and get them. My Linear Algebra class this term is good that way. There are five to ten students who can be relied on to raise questions, including one who wants every detail nailed down firmly. This, I approve of.
DiffEq is less active in this respect, and in the geometry class I'm more apt to ask *them* questions on the fly. They often answer, which is another good way for a class to go.
(My student evaluations from this summer's DiffEq course were pretty bad, but the evals from the courses I taught in spring were good to very good. I'm hoping the same will be true this semester, especially in DiffEq; that will greatly mitigate this summer's flop.)
DiffEq is less active in this respect, and in the geometry class I'm more apt to ask *them* questions on the fly. They often answer, which is another good way for a class to go.
(My student evaluations from this summer's DiffEq course were pretty bad, but the evals from the courses I taught in spring were good to very good. I'm hoping the same will be true this semester, especially in DiffEq; that will greatly mitigate this summer's flop.)
