blowhard wrote:Edit: Now, that I'm no longer on my phone, I'll re-write this to hopefully make it more helpful/clear so maybe you guys can understand what you saw better.
wolverine2014 wrote:blowhard wrote:I hope you all enjoyed my performance in Property this morning. Someday you too will be able to gchat and take notes while simultaneously being asked questions about a case for 20 minutes.
you did well...although I noticed you were kinda winging it. You stumbled on the last question, but recovered very quickly. Overall, I was impressed.
First of all, multi-tasking ≠ winging it. I knew the case, the rule, and the analysis. She was spending an inordinate amount of time summarizing for you guys so I had some free time... Winging it is when you haven't prepared/can't remember and have to quickly search through the text as she asks questions. It involves flipping pages, frantic reading, and awkward silences. While you probably saw me flip pages...it was because I have notes/highlighting in the book. The point is not to memorize every detail of the case.
Secondly, what you guys saw was a fair representation of a semi-socratic professors. However, that is not normally how she teaches. She isn't normally socratic...she asks for volunteers a lot of the time, tells someone if their proposition is wrong, moves on to others when people get tripped up, etc.
How she started by summarizing some of the case herself was also weird/unusual. Normally, someone volunteers (or rarely she selects) and that person would summarize all the facts she said and provide most of the details she solicited from me by specific question. Then she would have went into the common law history and stuff she did in the beginning while summarizing. I've never really seen a professor summarize like that before. The variation is in how long they let you discuss details/rules/analysis before they interrupt. (I've seen 2-3 sentences before interruption...or 5-10+ min of non-stop explanation, without interruption or question, where the student basically covers everything we talked about (plus what we didn't get to).
I'm guessing she did it this way so she could demonstrate how a socratic lecture would look... question/answer/question/answer/explanation/question/etc. The questions she asked were all softballs though...easy questions. Rarely would a professor have to ask question after question to elicit such basic facts. I'm sure every person in the class could have answered them without hesitation. The only variation would have been how long they discussed each answer. I favor short to-the-point answers. If they want more, they can ask for it. I don't opine or expand unless asked to.
RE stumbling: If you're referring to the question I think you are that wasn't stumbling. She asked a pretty broad question that could have been answered in different ways. I could have given the name of the covenant they discussed, stated the rule, skipped right to their analysis, etc. I stated the rule...she then interrupted to give you guys the name of the covenant...we all had that and wouldn't normally waste a lot, if any, time on the name of it. She then guided where she wanted the discussion to go.
A professor interrupting, re-phrasing a question, or asking a follow-up question is not stumbling. People fret over this a lot in the beginning...but it's normal. Professors move the discussion how/where they want. IMO, stumbling happens a few times a semester...when someone just can't grasp the question, can't locate the material, etc. Eventually the professor has to answer on their own or call on another student to take over.
wolverine2014: Out of curiosity, where did you feel I was "stumbling"?
Let me know if anyone has any questions...