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Your choice. Of course, you knew that. You might also suspect things could turn to your benefit, but believe such a payoff is unlikely. If you're looking for an excuse to help, to see if such a possibility exists, then let me provide you with a scenario. True story, involving me, where I fit the description of the other person in your story. I went to a ...


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This is not a clear case of a hard YES or NO answer. Let's start with the question: Why should you continue? You could continue studying with him and approach the study periods as though they are lessons to you about how to work with peers who do not have the same levels of interest, skills, comprehension, or aptitude as you have. This may be your first ...


23

Ask yourself what you are getting out of it. If nothing, then give it up and just advise the student to study harder. But it is just possible that you are benefitting from the experience. Having to explain things to others firms up your own understanding in many fields. Many professors have had the experience that teaching a relatively low level course for ...


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A good teacher should be more concerned about conveying knowledge than feeding their own ego. In this case the fact that you are considering moving your lectures for them makes you sound like a good teacher. I'd say 4/20 is a pretty significant number. Maybe check with the other 16 students for their availability before you decide to move it.


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Workshops are shorter and therefore can be opened more frequently. Main lectures for a class are more important. I see this as a lack of or correct prioritization and/or time administration; young people tend to be impulsive, comfortable childish and kind of wild, demand that they make sure the workshop is higher priority and can't be opened some other time. ...


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Two thoughts: (1) You may be under contractual obligation to hold scheduled classes. (If so, you may want to point this out to the students if they become insistent that you cancel.) (2) It may not be fair to other students in the class to let a few students get to, in effect, cancel a class. I would tell the students that it is fine for them to attend ...


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An easy way around the problem is to record the lecture on camera.


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Everything I have read about such issues indicates that maximal learning occurs when multiple information channels are engaged. This is what the "see hear do" thing is all about. Multiple channels through the brain give maximum chance of retention. https://controlstation.com/the-power-of-the-hear-see-do-learning-method/ https://www.amazon.ca/ABC-See-Hear-Do-...


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For students with disabilities having the notes ahead of time can be critical. Many deaf students literally cannot "listen" and take notes at the same time since they have to look at the talker to lip read or look at the interpreter. Interpreters can really benefit from having something to follow and at least a few minutes to brush up on terminology. For ...


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I'm assuming these are not frivolous workshops. In a large university, often one department doesn't really know what the others are doing and schedules are difficult if you want to learn stuff from multiple departments. So if these are "serious" workshops, you can be a bit accommodating. Especially since this is not an overly full class. You don't want this ...


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There is contradictory evidence I think on whether for the general student, providing materials is beneficial or not. For example, a study finding a benefit in providing notes: Raver, S. A., & Maydosz, A. S. (2010). Impact of the provision and timing of instructor-provided notes on university students’ learning. Active Learning in Higher Education, 11(...


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From the comments: I provide the notes, worked example and further practice questions on Moodle for those who do, and do not, attend without fear or favour. If they choose to attend a workshop instead of your class, they are still receiving the material so are not at a disadvantage (other than missing out on what I'm sure is a superb lecture). They are ...


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Anecdotal evidence, but based on learning theory. There is no reason it can't be both. Actually it should be both. If you distribute your notes ahead of time, either electronically or on paper, the students can actually use those notes, when printed, as the basis for their own notes. I other words, the students can mark up your notes with their own ...


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There is really no need to do this. Lecture is an efficient way for a single person to help a group to learn, but it isn't the most effective way for an individual to learn material. There are other ways to learn the material and they need to become familiar with them. Books, notes, discussions, but most important, exercises to make the material part of ...


102

If you do this for a minority, then you will have to do it every time a few students have some excuse. I suggest that you don’t consider this and make it clear that if they miss lectures then it is up to them to catch up on material. Providing double or triple repeats of lectures due to a few absences, especially if unpaid, is not a good use of your time. ...


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In a previous academic course, a student quite obviously had some sort of not particularly mild autism spectrum disorder (e.g. the student brought a family member to office hours to act as a sort of translator). In lunchroom conversations with other professors it became clear that others were aware of the same issues and that institutionally they were not ...


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Many of these are great suggestions. You could talk to the student first. Or then talk to both the student and parents. While I highly doubt they dont know about a disability it might be likely possible if hes highly functioning as you said orally. Maybe he has a reading learning disability. It could also be maybe the family cant afford testing. You ...


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