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 February 2006
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01: Blurring the Line of Fantasy and Possibility (0 comments)
02: Replacing Another Teacher Has The New Teacher Adjusting As Much As the Students (1 comments)
03: Are There Instances When Contingency Measures Should Only Be Taught After Things DO Go Wrong? (0 comments)
04: Students' Ideas For Improving Existing Robots (0 comments)
06: Adjusting For Students Who Were Absent In the Previous Lecture (0 comments)
07: When Books Relied Upon Aren't Reliable (0 comments)
08: Again Expanding Basic Concepts Discussed In Class (0 comments)
09: When One Subject Needs Advanced Learning In Another Subject (0 comments)
10: The Dilemma Having Both Accelerated and "Decelerated" Students In One Class (0 comments)
11: Insisting On Proper Documentation For Students' Projects (0 comments)
13: It's The Slightly Problematic That Cry Out Louder (0 comments)
14: Thinking of New Policies For the Science Lab (0 comments)
15: Design Changes Are A Part Of Life (0 comments)
16: A Teacher Looking For "Real Life" Examples (0 comments)
17: Putting Theory Into Practice (0 comments)
18: Showing Off The Students' Mechanical Creations (0 comments)
20: Unintentional Change of (Lesson) Plan (0 comments)
21: Taking the Robot Challenges to the Next Level (0 comments)
22: The Lecture Class Slowing Down to Keep Pace with the Lab (0 comments)
23: Adding Another Digit of Accomplishment (0 comments)
24: Fast Work or Good Work: The Teacher Has to Prioritize (0 comments)
25: Trial And Error Being Applied (0 comments)
27: When Systems Specifications Aren't So All Encompassing (0 comments)
28: The Quest for Better School Laboratory Equipment Continues (0 comments)


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