Student "edition" found at {csi dot journalspace dot com}.

Maybe I shouldn't have started this blog now, not with everything that's been going on.

One thing I noticed about our new teacher/recent graduate is a common foible of starting educators, especially of those a year or two out of their studies.

I'm talking about the ingrained misconception that just because they were able to comprehend a certain topic while they were studying (or were challenged by a procedure given by the professor) this is the same way that their own students will see it.

It will take some time to be disillusioned to the fact that the students in general are going to be on average under performing to the expected, and that it will take a bit more effort to raise their output.

I had forgotten all about this, since it has been years before I got a first hand glimpse of this behavior in the past.

So for a time (it is, after all, already the eighth week of the first term) I was unaware that he had this assumption, as I was preoccupied myself with not having E-frame get an easy time in passing the course.

I admit that it's then partly my fault for influencing him like that.

But it reared its ugly head when I was already voicing the apprehension that it might be too difficult for the freshmen and he scoffed.

In fact, during our last plate (isometric view to three standard orthographic views with slanted and hidden lines) he was the one who made the figures to be figured out by both classes, with only a handful of inputs from me - and noticably easier ones at that.

And, to ensure that his students don't get comfortable going up to the same group for help with their plates, he switches around the plate assignments, something I will do now because E-frame has found the freshmen who have the same plates as him and is now automatically hovering over them for help.

Session 2267 may not want the delusion to be shattered, but perpetuate instead "they have to go through the same thing I went through". Class dismissed.