Managing Stress: Tips and Strategies for a Healthier Mind and Body

[Ivan Seeking]

Never underestimate the value of that not understood. By definition, if you need it it will come around again. And often the more challenging hurdles are the ones most remembered. To this day I can remember mistakes made on finals and midterms, and you can be sure that I will NEVER make those mistakes again. And like you said Mathwonk, it is a process.

I am reminded of a study done by GE that covered something like 50 years of research and work, and it turned out that on the average, B students were the most successful employees.

 

[Ivan Seeking]

YIKES! Well, thank goodness for the nine. And at least the other sixteen will be able to count out the correct change at Wal Mart.

edit: yes I know...

 

[Moonbear]

Only 1/3 of the class got answers to questions given out in advance? I've had a small handful not get questions like that (either not paying attention in class, or didn't remember to re-read that part of their notes while studying), but that many sounds like there's a serious problem with that class. Are they all alive? Even when teaching freshmen, I haven't seen that dreadful of a result for a question. What year/level is the course you teach? Is it a class that's starting to really challenge those who didn't learn their fundamentals, or is it some non-majors required class that they just don't care about? Have you had another faculty member sit in the class and look at some of the exam questions to see if there's anything about how the material is taught or how the questions are worded that is confusing, or could be improved? I've had other faculty come up to me from time to time to ask me to look over their exam questions to make sure they make sense and mean what they intend them to mean (when you're getting tired of writing questions, sometimes what you think is obvious isn't so obvious to the students).

Then again, first exams in a course can be pretty dreadful. We're usually happy if we get a 60% average on the first exam. That gets their attention and then they usually pull up considerably from there (and the average also improves because the really lost students realize they need to drop out of the course).

 

[Moonbear]

YIKES! Well, thank goodness for the nine. And at least the other sixteen will be able to count out the correct change at Wal Mart.

And the last two?

 

[Cyrus]

Mathwonk, first, best wishes to you and your wife.

Now my 2 cents on what I have noticed about 'good' professors. The number one thing, above all (even being prepared), is that the GOOD professors have a habbit of always commanding respect in the classroom. When they talk, people take notice and listen. If you announced the questions in advance and the score was that low, people are not respecting you when you stand infront of them.

If you have a reputation for being a no-nonsense professor, like my vibrations professor was, people won't try to pull these kinds of things as much.

I had a calculus professor (chinese woman, very strict but very very smart) who was like that as well. If she saw you with another book out she would stop and say, "that looks like a good book"...and then stare at you like you were an idiot.

If I explained something several times over, and still the test answers were all over the map, I wanted to jump out the window.

I think this also indicates a problem on your part in getting the material across. If this is a consistent problem, its not all their fault. If you throw hard material at me, but don't spark my interest, I probably would not be motivated to care either. Help those who want it.

 

[Schrodinger's Dog]

Mathwonk I don't really know you so I hope I can say something positive: I do work in hospital, and so I see a lot of people like you: I'll keep it short: I hope you get over your problem because I've seen too many people who didn't: but luckily in the modern age, more people that did and god luck.

Get well soon.

 

[Cyrus]

Well I may not command much respect, as sometimes I wear a clown nose to class, and make a lot of jokes, so its probably my fault.

Huh? I am not trying to be rude to you... I am just trying to point out something that I have noticed that is common to most, if not all, good professors I have had.

But I do not wish to force people to "learn", as I am not trying to prepare militarily obedient personnel but thinkers, and thinkers should have some discrimination of their own, in my opinion, but what do i know?

I don't see how commanding respect has any effect on discouraging students to be thinkers.

 

[Cyrus]

With all respect Cyrus, it is not your teacher's responsibility to provoke your curiosity, that is what you should bring to the classroom. If you do not wish to learn, you do not deserve to take up space in a university. It is not a kindergarten.

Well, I am not talking about provoking curiosity. I am talking about the type of professor that walks into the class room and everyone in the room knows its 'time for business.' I will tell you from personal experience that I was curious when I took some courses; however, the professors did not command the lecture, and I soon became disinterested and hated the course. I enjoyed reading the book, but I did not like going to lecture. How you teach the course really does matter- a lot. Professionalism, and being strict makes a huge difference in my opinion.

Now, you said its not the job of the teacher to provoke curiosity. Well, if you are a good professor that is EXACTLY what you want to do. Note*- this has NOTHING to do with not wanting to learn-if you don't want to learn don't take the class, as you said. But a great professor will make you want to learn more, wouldn't you agree?


(I'm just giving you the benefit of a students perspective).

If you don’t agree with me, that’s fine. But perhaps others here can tell you what they consider to be good qualities. Maybe they are different than what you expected. If so, hopefully you can adjust your teaching style to accommodate that and see what happens.

 

[grant9076]

im not scared of dying, only of not being able to fulfill my responsibilities. but my kids are raised, and my house is almost paid for.

still going through the "cure" process is stressful. my wifes chemo is over and if I am lucky ill avoid chemo myself. that will be nice.

ive noticed that i much prefer a life threatening disease that does not hurt, to a debilitating disability. when i was in a wheelchair a few years back, i felt very depressed, but having cancer and being able to walk is ok. i feel more productive, but it does weigh on my mind.

its kind of weird to think of leaving here before learning all the beautiful math that's out there, and solving few more problems, and writing up the rest of my notes. and learning classical guitar, and learning to speak a few more languages, and watch my kids grow up.

it gives you a certain freedom from procrastination though. like we are definitely going back to hawaii this summer. no reason to wait. i am also trying to be less impatient with people here and elsewhere, i.e. what's the point?.

My problems are petty by comparison. You are a very brave person and you certainly have my respect.

 

[radou]

I am talking about the type of professor that walks into the class room and everyone in the room knows its 'time for business.'

Essentially, I agree with all you said cyrus, except that the main quality of this (the quoted) type of professor is not always strictness, but rather 'something' they have inside themselves which makes the students pay attention and listen, or perhaps even very interested in the subject.

I had professors who acutually never paid many attention to non-listeners and background-babblers, and everything worked out just fine. It's all relative and depends on many things. I also had a professor who was pretty strict, and actually everyone hated him.

 

[Astronuc]

I always wanted all my students to get everything, and the reality was very stressful. If I explained something several times over, and still the test answers were all over the map, I wanted to jump out the window. Now I am beginning to realize it is a long process, you jiust keep plugging away, and you always get only partial results.

I realized that as one progress up the ladder of higher education, we expect more as the work gets harder. However, people come with a variety of experience and abilities. I enjoyed the students who got it, many it seemed without effort, and there were those who got by, and there were those who floundered. I tried to work with each student as much as possible, and in some cases, the worst students, I would actually encourage them to drop the course and perhaps find another major. The attrition rate in nuclear engineering was about 80-90%. Of 100 freshman students starting, we might be lucky to have 10 +/- surviving to the senior year.

Even with graduate students, I'd encounter some who needed extra help, and I was always available. Being a mentor is an important part of teaching, but it also requires willing students.

And when I look over while lecturing and someone who emailed me about how hard it was to do the problems is actually sleeping, I just laugh and maybe whistle to wake him up and smile, instead of freaking out.

If it was a one time event, I'd let it go, but if it appeared to be ongoing, I'd talk to the student privately. Besides, I've fallen asleep in class myself.

its kind of weird to think of leaving here before learning all the beautiful math that's out there, and solving few more problems, and writing up the rest of my notes. and learning classical guitar, and learning to speak a few more languages, and watch my kids grow up.

Hang in there mathwonk. Do what you can do. Hopefully watching grandkids are in there too!

it gives you a certain freedom from procrastination though. like we are definitely going back to hawaii this summer. no reason to wait.

Don't forget the sunscreen!

 

[mathwonk]

sorry for passing on some of my stress to you cyrus, your points are well taken, it just gets tiring sometimes trying to produce a certain result in someone else that really should come from within.

I guess i make my own stress by focusing more on my failures than my successes.

here e.g. is a comment from one of my fall classes:

"Professor Smith succeeded in making an oftentimes dry subject interesting. He is incredibly intelligent and I hope to be fortunate enough to have him teach me again."

One would think that comment would make one happy. But I tend to ignore that one, and obsess over a negative comment from someone else.

I never seem to get used to comments like these, from two different students evaluating the same course:

student A:
"Dr. ... is a wonderful professor. I feel lucky to have had this man as an instructor. His enthusiasm in education and mathematics is unparalleled in any teacher I've had. I hope to take another class."

student B:

"Comes to class with only a box of chalk and a sponge. No lesson plan at all! Probably one of the worst teachers I've ever had, though he is a very smart man."

I confess to having completely forgotten the first comment and internalized the second.

I mention this for the possible benefit of some of you who are feeling stressed. If like me you are ignoring the roses and smelling only the exhaust fumes, try to give yourself a break!

 

[Cyrus]

"Comes to class with only a box of chalk and a sponge. No lesson plan at all! Probably one of the worst teachers I've ever had, though he is a very smart man."

I am curious, do you give a syllabus at the first day that outlines what will be covered during each day of class? All my professors provide a syllabus on the first day that contains what is covered, the hw, and what day the exams and final exam are (both time and location) on a tentative schedule (though deviations are very rare).

I think given the fact that the student said "he is a very smart man", no one doubts your depth of knowledge (which is a good thing).

I had an electronics professor last semester. He is extremely smart, and we all knew it-but none of us respected him as a professor because he was -*lousy* as a teacher. I've been to his office before and he's a nice guy, but I still think he needs to work on his teaching skills. People simply did not respect him when he stood there to lecture.

 

[mathwonk]

you seem also to be focusing on the negative comment.

but anyway, i give a syllabus with discussion of what will be covered, what are the prerecquiaites, the dates of tests and exams, office hours, phone number, email addresses, advice on how to study,... etc.

but the kicker is - almost no one apparently reads it.

I measured this once by putting at the top, the request that the student email me that very day, so I could have their email address. After 48 hours, i had received only one email, from over 35 syllabi handed out.

I think it is very difficult for serious students like those who post here, to identify with, or sometimes even believe the reality in the average class in many schools in the US.

you also seem to focus on the concept of "respect", which to you seems to mean fear.

People who do not have the wisdom to respect those who have achieved more than they have themselves, and who could help them do so as well, are to be pitied.

 

[verty]

but the kicker is - almost no one apparently reads it.

What is the cause of that; what is the solution? Is there something more that education broadly conceived can do?

 

[mathwonk]

change of subject

Yayy! I got the negative node biopsy from my oncologist today, which puts me in the "good group", only 35% chance of recurrence within 5 years.


On the way out to go to the doctor, a man hit my parked car with his truck. He seemed puzzled how little I cared about it.


Now we too can get back to our real business, arguing passionately over trivial issues of calculus instruction!

best regards to all, and thanks for the beneficial vibes!:!)

 

[radou]

Yayy! I got the negative node biopsy from my oncologist today, which puts me in the "good group", only 35% chance of recurrence within 5 years.


On the way out to go to the doctor, a man hit my parked car with his truck. He seemed puzzled how little I cared about it.


Now we too can get back to our real business, arguing passionately over trivial issues of calculus instruction!

best regards to all, and thanks for the beneficial vibes!:!)

I'm very glad to heart that, mathwonk! Thumbs up!

 

[Astronuc]

Yayy! I got the negative node biopsy from my oncologist today, which puts me in the "good group", only 35% chance of recurrence within 5 years.

That's great news. Celebrate with a bottle of good wine.

On the way out to go to the doctor, a man hit my parked car with his truck. He seemed puzzled how little I cared about it.

Did you tell him you don't sweat the small stuff.

Now we too can get back to our real business, arguing passionately over trivial issues of calculus instruction!

best regards to all, and thanks for the beneficial vibes!:!)

More positive vibes on the way!

 

[mathwonk]

may i suggest a troplong mondot 1998 sir?