I remember math and statistics professors who simply started teaching formulas for solving problems, but without having explained what the problems were. Allmost all of us failed their courses, and they felt proud for having such a high number of failing students, meaning that their courses were way more demanding than other professors ones.

First and foremost, confront your students with a challenge. Make them think and pull their hair until they give up. Then, and only then, show them the solution.

This is the best advice I can give to any educator, learned from my two or three dear professors… sorry for my english.

The great thing about the technique is that it maintains interest and motivation for the Professor as much as it does for the students. It is a game to the professor that causes him to review his notes, consider his facts, and seriously look at which ones he may be able to alter or fabricate.

I don’t know about you, but I have sat in plenty of classes where the professor probably read the book the week before he or she taught it. These professors were more interested in showing up to work than the actual subject they were teaching. It was always a pleasure to find a professor passionate about the work that he or she was doing. I would assert from the story above that the professor was indeed passionate, not only about the subject but about teaching the students to question that which they think they know. Excellent story!!!!

One thing worth noting, however. When your professor said, “it is my intention to work into each of my lectures … one lie,” he was indeed telling the truth, NOT lying. In his last lecture, he said “Ah ha! Each of you has one falsehood in your lecture notes. Discuss amongst yourselves what it might be, and I will tell you next Monday. That is all.” THAT statement was the lie in the final lecture!

AWESOME!

“He made me think too hard… now I need to sue for some money to buy more quarter-pounders.”