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After there are comments on every flip chart, the teacher walks to each one and talks a bit about one or two of the responses.If you run out of time, you can conduct the debriefing during the next session.There’s no discounting the importance of the first day of class.What happens that day sets the tone for the rest of the course.On one section of the blackboard I write: “The best class I’ve ever had” and underneath it “What the teacher did” and below that “What the students did.” On another section I write “The worst class I’ve ever had” (well, actually I write, “The class from hell”) and then the same two items beneath.I ask students to share their experiences, without naming the course, department or teacher, and I begin filling in the grid based on what they call out.Appleton asked students to list faculty behaviors that most irritate them. I’d put students in groups and have them respond to a slightly different question: “What are the five things faculty do that make learning hard?” Or, asked positively, “What are the five things faculty do that make it easy to learn?

Eifler asks two questions: one about something in the syllabus and one of a more personal nature.Then students in one of the rows move down one seat and Eifler asks the new pair two different questions.Not only does this activity get students acquainted with each other, it’s a great way to get them reading the syllabus and finding out for themselves what they need to know about the course.While the primary emphasis is on the PX-10E, we welcome information on other classic Peugeots.Check back with us for updates as we gather data on this most outrageously French of all bicycles! The more we learn about these bicycles, the less willing we are to make hard and fast statements about them.

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