Chapter 3057 Mercury Notes (Seventeen)

Chapter 3031 Mercury (17)

At dinner, Schiller and Victor went to the restaurant together after class, just like they did at Gotham University.

As soon as the dishes were served, Schiller couldn't help but sigh and told Victor what he learned from Clark during the day, which made Victor frown.

"They are indeed the best in all aspects, but teaching work is not that simple. Did you hear that Bruce left homework for two classes?"

"Of course, but I'm not surprised at what he can do." Schiller shook his head and said, "When I think of him becoming a professor, I feel that the future of human education is bleak."

Victor laughed, and then said: "In the entire base now, the only ones with real teaching experience are the two of us plus Nora, while the others are still stuck in the medieval apprenticeship teaching method."

"Yes, they think that the class teaching system in modern education is nothing more than bringing in more apprentices. This idea is really terrible."

"I heard that you are going to hold a teaching seminar? I remember that when you were in school, you didn't like to participate in teaching seminars the most."

"Because there are too many cliche topics that are only meant for new teachers. If I have this time, I might as well revise more papers for graduate students."

"But what is a commonplace topic for us may be new to the members of the Justice League. Do you plan to educate them on the theories of modern education?"

"It's too late." Schiller cut a piece of steak and said, "They have already taught several classes. Instead of studying the theory now, it is better to teach them the method directly. It will never go wrong to imitate the cat."

"Let's not talk about theory, can you convince them?...Oh, wait, I forgot that you are the best at persuading people, and they all listen to you."

"I will try my best to make them understand the necessity of doing this, but if it really doesn't work, then we can only let them go. We only get the consultant's salary, and there is no need to worry about the owner."

"You said the same thing at Gotham University, but instead of taking undergraduate, master, and doctoral students together, did they give you three salaries?"

Schiller smiled helplessly.

But he didn't expect that the email he sent about the teaching seminar would put others at risk. Under Oliver's organization, several people got together in advance to study why Schiller called them there.

"Did you do something bad again?" Diana narrowed her eyes and looked at Bruce and said, "You're done, Bruce. Professor Schiller will definitely scold you."

Bruce also felt a little guilty. He thought for a while and said, "That shouldn't be the case. It seems like he has given up on letting me write the thesis."

"But you just made a mistake." Arthur said bluntly: "You did not treat all classes fairly. Professor Schiller must have called us over to name and criticize you, and then kill the chicken to show the monkey."

"I don't think it's that simple," Oliver said. "He asked us all to bring lesson plans. Oh my God, I just made up two hours!"

"Do you want to bring lesson plans?" Diana seemed to have been shocked. She said, "We also need to write lesson plans for physical education classes?!"

"Of course." Bruce said, "You'd better make up for it now. If you don't pay it by then, you'll be doomed."

Diana rubbed oil on her soles and ran away quickly. Clark sighed and said, "I don't think it's that scary..."

"That's because you've finished writing the lesson plan." Oliver gave him a thumbs-up and said, "You teach such a complicated course and still have the time to finish writing the lesson plan. You are truly a superman."

"I mean, Professor Schiller came to see me today. He asked me about organizing a group discussion. I said I didn't have such an arrangement. He didn't seem satisfied."

This time it was Bruce's turn to be surprised. He said, "You really have no arrangements. Do you plan to teach me from beginning to end by yourself?"

"Is there anything wrong? I think my current rhythm is pretty good."

Bruce shook his head and said, "Of course not. Have you forgotten the integration of family education, social education and school education? Oh, wait, you haven't learned it at all."

"Then I must be fine." Oliver crossed his arms and said, "My students discussed it very well."

"But you only have discussions," Bruce pointed out.

Although Oliver was still stern, he seemed to have a guilty conscience. He also left the table early, seemingly going back to make up his lesson plan.

Bruce and Arthur walked back together. As they walked, he complained: "When I was studying, I had to make up papers, and now that I have become a teacher, I have to make up lesson plans. It's really endless."

"You are all good." Arthur said, "I don't understand why you want me to teach natural and life sciences. I haven't even gone to college."

"But you are a half-blood of the sea tribe."

"Do fish have any advantages in teaching natural science? Using themselves as teaching aids?"

Although the two acted very relaxed, they quickly returned to their offices as soon as they left each other's sight and began to make up their lesson plans.

When it was time for the teaching seminar to start, Schiller arrived at the conference room early, and Barry followed him, acting as his assistant, mainly to prevent someone from forgetting to bring the lesson plan. Barry could get it back for him without even taking a second.

Soon, Clark poked his head out of the door, smiled at Schiller, and walked into the classroom with several thick notebooks.

"Well, Professor, I checked on the Internet how to write a real lesson plan, but the time was too tight, so I didn't change too much. I will write it well later."

Schiller took the stack from him, and then found that the bottom was still the same, but the top few were also changed to look more like the original, including some questioning sessions and exploration of students' knowledge.

Before the others came, Schiller began to explain to him.

"First of all, the lesson plan is the main criterion for evaluating whether a teacher is excellent. It is not enough to have teaching ideas alone. You have to write down your blackboard in advance, and the handouts given to students or the notes required by students should also be written in advance."

"This part should be added with an in-class test, which is your main means to understand the students' knowledge mastery in this class. The questions in this part should be written in more detail, and two follow-up questions should be added..."

Clark listened very carefully, taking notes while listening, and it seemed that the more he listened, the more he felt it made sense.

Then he asked: "My next class will mainly talk about the international economic situation, mainly analyzing the world's major economic organizations. Do you think this will be a bit complicated?"

"It is impossible to compress it into one class." Schiller said: "Not everyone has a super brain like you. You should first introduce the economic situation of each country..."

Soon Oliver also arrived, and he was more worried, obviously because he did not prepare the lesson plan well.

Because he is originally an action-oriented person, many experiences are accumulated in practice. Although he has also received elite education, he rarely understands some details from the perspective of a teacher.

In fact, most teachers in European and American countries are more relaxed, because after all, there is no pressure from the national exam. Even if it is elite education, it is all about comprehensive ability, and the classroom only accounts for a small part.

Therefore, in these countries, the main material for judging a teacher's ability level is the lesson plan. Their lesson plans are even more beautiful than those of teachers in Eastern countries who take the big exam, because as long as the lesson plan is well written, promotion and salary increase are not a dream.

Moreover, their lesson plans were more complete. Some of them even wrote down every word they said in class, all the reactions of the students they expected, and what they represented. All the detailed contents of the handouts, notes, quizzes, test papers, and group reports could not be left out.

Gotham University was also very strict about lesson plans. There were also regular lesson plan selection and display, all of which were rewarded with bonuses. Most young teachers were promoted based on the level of their lesson plans, so although Schiller taught undergraduates, masters, and doctors at the same time, he still had to spend a lot of time writing lesson plans.

After a while, Diana, Arthur, and Bruce also arrived, followed by the Freese couple, and several other teachers who taught agent skills.

After Barry collected all their lesson plans, the main problem appeared on the members of the Justice League.

Victor and Nora were both teachers, and they had even taught from elementary school to university. Lesson plans were even more familiar to them. Nora's lesson plan was particularly beautiful. Schiller felt that she could win a prize even if she took it to the more competitive Metropolitan University.

The agent teachers sent by Amanda had obviously worked in the agent organization before. Their lesson plans were not very beautiful, but they were also quite standard. They were experienced teachers.

However, the members of the Justice League were quite diverse. Diana's lesson plan was made up on the spot. Fortunately, she knew magic, so it was no problem for her to make up a few days' content in two or three hours. The problem was that there was no content in the lesson plan. It was all about what to do at what time, which was no different from a running account.

Arthur's lesson plan was a template downloaded from the Internet, and he didn't fill it out properly. He wrote the first half of the sentence and forgot the second half. The classroom practice was inconsistent with the lesson plan.

Oliver was even more outrageous. There was almost no theoretical teaching in his lesson plan, all group discussion. At the beginning of the course, he asked everyone to discuss in groups. He didn't talk about the basics of military science at all, which was very consistent with his style of practicing to gain true knowledge.

Bruce's lesson plan was the best among all. He should have learned modern pedagogy by himself, and his lesson plan was relatively standard. But Schiller found out at a glance that he copied a lesson plan that he had won an award for in the criminal psychology section.

But if you have to say, criminal investigation is a comprehensive subject that also includes criminal psychology, and it's okay to quote some other people's materials.

Schiller took out Bruce's lesson plan and praised it separately. He said: "Obviously, Professor Wayne's lesson plan is the most standard. It would be better if the quoted materials could be marked."

Bruce didn't have time to be overjoyed after hearing the first half of the sentence. When he heard the second half of the sentence, he started coughing violently, and then said: "Ahem, professor, actually..."

"Okay, let me talk about the lesson plan first. Mrs. Freese, can you give me your lesson plan? I want to use it for demonstration."

Nora smiled at him and nodded.

Schiller distributed several copies of Nora's lesson plan, and then began to emphasize the important points to them. Although it didn't have to be written so beautifully, the necessary links must be there, and they must be implemented during class.

Generally speaking, for experienced teachers, they will not implement the lesson plan 100%, and there may be flexible links in the middle, but for this group of people, it is better to emphasize perfect execution, otherwise there will definitely be a lot of problems.

After talking about the lesson plan, they started to report the teaching progress and talk about the teaching ideas. After they finished talking, Schiller realized that the lesson plan was not a problem.