Comments by "Harry Mills" (@harrymills2770) on "The Rubin Report" channel.

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  5. @Oners82 It's Democrats who suppress voter's rights, by opening-up the process to extensive fraud. Voter ID isn't racist. It's the ones who fight AGAINST voter ID who are racist and dilute the votes of everybody else. It's Dems who pushed the lock-downs and still push them. How's that good for the worker? How's that good for the little guy? No. Dems represent the super-rich and the white-collar bureaucrat class, of which you're undoubtedly a made member, with your degrees and your high IQ. You sound highly educated and under-informed. Typical postmodern "intellectual," bearing NONE of the consequences of your bad ideas, and parading around like you're an expert on everything, when the guy who's working on my roof has more common sense and practical skills than you do. I suppose you like lots of regulations and think we need to pay higher taxes, too, amirite? Yes. You're so smart, you're the robber barons' best friend. They'll make use of you until you wake up, and then they'll silence you, because you you're no longer fit for (their) purpose. You see some of the ills of society and rather than seeking to understand the cause, you always turn to government as the cure, rather than seeing those problems as unintended consequences of your profligate use of force to MAKE or COERCE people to do YOUR will. All your solutions lead to new layers of bureaucracy, new things to control and track. I bet you're a big fan of Hitch-hiker's Guide to the Galaxy, yet you're oblivious to some of its main themes. "I'm British. I know how to queue."
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  16. We still have a lot of inertia to overcome. Students raised in an institutional spoon-fed setting want and EXPECT to be spoon-fed. They're CERTAIN that traditional lecture is "how they learn best." I know as a long-time lecturer how poorly even the BEST lecture serves the student audience. Back in the late '80s and early '90s, my students would actually clap at the end of lecture (like Jordan Peterson!), because I covered the material AND made them laugh. I was very entertaining and I know I covered the knowledge thoroughly. I was winning awards and telling myself what a gifted lecturer I was. But when I checked their notes or graded their homework and tests, I could see that less than half of them were actually getting the concepts from the live lecture. Most weren't interacting directly with the knowledge. Most were interacting with the knowledge, indirectly, through me. Like I'm a high priest interceding with the Math Gods on their behalf, or Jesus Christ, even. And a LOT of lecturers LOVE that position. It feeds their ego. It used to feed MY ego. I since switched to a 'flipped' format, with extensive resources on video and our face-to-face time free for questions. I don't insist on everyone's attention. Just their courtesy. Many self-motivated students just work quietly with an ear out for something they struggled with, previously, but most of the self-motivated can get through the assignments just using the videos and notes. And if they can quietly work with their earphones in, watching the video that applies to what THEY'RE doing, in the moment, then I'm all for that. ' But when they always wait for the next day's spoon-feeding, they're always a day or two or three behind where they should be. The questions they ask about 3.1 should've been asked on the day we covered 3.1, but they didn't even LOOK at 3.1 until after I lectured over 3.1. "Traditional lecture" was wonderful, when there was only one guy in town who had the book, and "No you may not borrow my precious book." But I'll tell you all about it if you come to my lecture. Wonderful way to share knowledge in a time when few had books. But obsolete since books became widely available, and especially since the Internet made it possible to put the lectures on video. NOW your time with the instructor is wide open and he has 20 minutes to give to one question. Those who have the same question are ready for the answer, and those who don't have that question (haven't gotten there, yet or figured it out on their own or already asked about it) are free to work on whatever they want to work on, and I don't demand their undivided attention. I just ask that they not disrupt the conversations that are taking place. Active learners LOVE what I do, because I don't get in their way, and I'm always available for questions and, because I'm competent in the content area (many math teachers are not, in my opinion), I'm ready for anything and not just giving a planned lecture with nothing off-script to trip me up, which I've seen many do. The worst ones are the "education majors," because they know everything there is to know about teaching (or so they think), except the subject being taught! One of my colleagues wanted to tell everybody how to teach their classes because she had her brand-new PhD in education to show everyone. But she was actually quite weak in the content area, itself. This follows along with how things went in graduate school. Peers of mine who hit the wall as undergraduates switched to getting teaching certificates for grade school and high school. Peers who hit the wall in graduate school went on to get advanced degrees in education. And the teaching-certificate and "education doctorate" types are invariably the ones who seek to climb the ladder in administration so they have the power to tell everyone else how to run their classes. Invariably, the least competent people in the actual mathematics are running the math-education establishment.
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