Chapter 3020: Mercury Notes (17)

At dinner, Schiller and Victor went to the cafeteria after class, just like they did at Cat Getan University.

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

"They are indeed the best in all aspects, but teaching work isn't that simple. Have you heard that Bruce left homework for two classes less than the others?"

"Of course, but I wouldn't be surprised by anything he does." Schiller shook his head and said, "Thinking about him being a professor makes me feel that the future of human education is bleak."

Victor laughed and then said, "Right now, in the entire base, 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 the class-based teaching system in modern pedagogy is nothing more than bringing along a few more apprentices. Such an idea is truly fatal."

"I heard you're going to hold a teaching seminar? I remember when you were at school, you hated participating in teaching research meetings the most."

"Because too many topics are clichés, all meant for newly hired teachers. If I had that time, I'd rather spend it correcting papers for graduate students."

"But for us, the cliché topics might still be fresh news for the members of the Justice League. Are you planning to popularize modern educational theory for them?"

"It's too late." Schiller cut a piece of steak and said, "They've already taught several classes. Rather than studying theory now, it's better to teach them methods directly. Copying the cat to draw a tiger will never be wrong."

"But without discussing theory, can you convince them?... Oh, wait, I forgot you're the best at convincing 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 I can only let them be. We only take the consultant's salary; there's no need to worry about the master's business."

"You said the same thing at Cat Getan University, but you still ended up teaching undergraduates, masters, and doctoral students all at once. Did they pay you three salaries?"

Schiller smiled helplessly.

But he didn't expect that the teaching seminar email he sent out would make the others feel like they were facing a great enemy. Under Oliver's organization, several people gathered together in advance to study why Schiller was calling them over.

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

Bruce also looked slightly guilty. He thought for a moment and said, "That shouldn't be it. He seems to have given up on making me write a thesis."

"But you just poked a hornet's nest." Arthur said very bluntly, "You didn't treat all classes fairly. Professor Schiller calling us over must be to name and criticize you, then kill the chicken to scare the monkeys."

"I don't think it's that simple." Oliver said, "He asked each of us to bring our lesson plans. Good heavens, I just finished filling in two hours!"

"Do we need to bring lesson plans?" Diana seemed to have suffered a thunderbolt. She said, "Does PE class need a lesson plan too?!"

"Of course." Bruce said, "You'd better hurry up and finish it now. If you can't hand it in by then, you're done for."

Diana wiped the soles of her feet and ran away in a flash. Clark sighed and said, "I don't think it's that scary..."

"That's because your lesson plan is finished." Oliver gave him a thumbs up and said, "The courses you teach are so mixed, yet you still have the energy to finish the lesson plan well. You really are worthy of being Superman."

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

Now it was Bruce's turn to be surprised. He said, "You really didn't arrange it? You intend to teach from beginning to end by yourself?"

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

Bruce shook his head and said, "Of course it's wrong. Combining family education, social education, and school education, have you forgotten? Oh, wait, you never learned it."

"Then I must be fine." Oliver hugged his arms and said, "My students discuss very well."

"But you only have discussion." Bruce pointed out.

Although Oliver was still stubborn, he seemed to be a bit guilty. He also left the table early, seemingly to go back and finish his lesson plan.

Bruce and Arthur walked back together. While walking, he complained, "I have to finish papers while studying, and I have to finish lesson plans after becoming a teacher. There's really no rest."

"You guys are already doing well." Arthur said, "I don't understand why you want me to teach Natural and Life Sciences. I haven't even been to university."

"But you're a half-breed of the sea race."

"Do fish have any advantages in teaching natural sciences? Use yourself as a teaching aid?"

Although the two of them appeared very relaxed, as soon as they left each other's sight, they quickly returned to their offices and started finishing their lesson plans.

When the teaching research meeting started, Schiller arrived at the conference room early. Barry followed behind him, acting as his assistant, mainly to prevent anyone from forgetting their lesson plans; Barry could even help him get them back in less than a second.

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

"Um, Professor, I checked online to see how a real lesson plan should be written, but time was too tight, so I didn't change too much. I'll write it properly later."

Schiller took the stack from his hand and found that the ones at the bottom were indeed still in their original state, but the top few pages had been modified to look decent, including some questioning sessions and explorations into students' mastery of knowledge.

While the others hadn't arrived yet, Schiller began to explain it to him.

"First, a lesson plan is the main standard for evaluating whether a teacher is excellent. Having a teaching train of thought isn't enough. You have to write down your blackboard writing in advance, and the handouts you give to students or the notes you require students to write must also be written in advance."

"This part needs to add in-class quizzes, which is your main means of understanding the students' mastery of knowledge in this class. The questions in this part need to be written in more detail, and two follow-up questions need to be added..."

Clark listened very carefully, taking notes while listening, and seemed to find it more reasonable the more he listened.

Then he asked, "My next class is mainly about the international economic situation, mainly analyzing several major economic organizations in the world. Do you think this might be a bit cluttered?"

"This cannot be compressed into one class." Schiller said, "Not everyone has a super brain like yours. You have to make an introduction when introducing the economic situation of various countries..."

Soon Oliver arrived, and he looked quite distressed, obviously not having finished his lesson plan well.

Because he belonged to the action-oriented type, many experiences were accumulated in practice. Although he had received elite education, he rarely understood some details from a teacher's perspective.

In fact, in European and American countries, most teachers are relatively relaxed because there is no pressure from national exams. Even in elite education, they focus on comprehensive ability, and classroom time accounts for a relatively small part.

Therefore, in these countries, the main material for evaluating a teacher's ability level is the lesson plan. Their lesson plans are even more beautiful than those of teachers in Eastern countries who focus on national exams, because as long as the lesson plan is written well, promotion and salary increases are not a dream.

Moreover, their lesson plans are written more comprehensively. Some even write down every word they say in class, all the reactions they anticipate from students, and what they represent. Handouts, notes, in-class quizzes, exam papers, and the detailed content of group presentations cannot be left out.

Cat Getan University is also very strict about lesson plans, and there are regular lesson plan selection exhibitions, all of which have bonuses. Most young teachers are promoted based on the quality of their lesson plans, so even though Shiler teaches undergraduate, master's, and doctoral students at the same time, he still has to spend a lot of time writing lesson plans.

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

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

Victor and Nora were both teachers by trade and had even taught from elementary school to university, so lesson plans were even more familiar to them. Nora's lesson plan was written especially beautifully; Schiller felt that even if it were taken to compete at the more competitive Metropolis University, it could win an award.

The agent teachers sent by Amanda were obviously people who had served in intelligence agencies. Their lesson plans weren't necessarily beautiful, but they were standard and professional, clearly showing they were experienced teachers.

But these members of the Justice League were a mixed bag. Diana's lesson plan looked like it was finished on the spot. Fortunately, she knew magic, so finishing a few days' worth of content in two or three hours wasn't a problem. The problem was that the lesson plan had no content; it just wrote what to do at what time, no different from a running account.

Arthur's lesson plan was a template downloaded from the internet, and he hadn't even filled it out properly. He wrote the first half of the sentence and forgot the second half. It was clear that the classroom practice didn't match the lesson plan.

Oliver was even more outrageous. His lesson plan had almost no theoretical teaching, all group discussions. As soon as the course started, he required everyone to have group discussions, without teaching any military science foundation at all, very much in line with his style of seeking truth from practice.

Bruce's lesson plan was the best among everyone. He should have self-studied modern pedagogy, and the lesson plan was written relatively standardly. But as soon as Schiller looked at it, he discovered that he had copied an award-winning lesson plan he had once displayed in the criminal psychology section.

However, if one had to say, criminal investigation is a comprehensive discipline, which also includes criminal psychology, so citing some other people's materials was nothing.

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

Bruce, who hadn't had time to be overjoyed after hearing the first half of the sentence, started coughing violently upon hearing the second half, then said, "Cough, cough, Professor, actually..."

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

Nora smiled at him and nodded.

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

Generally speaking, for veteran teachers, they won't execute the lesson plan 100%, as there might be flexible links in the middle. But for this group of people, it's better to emphasize perfect execution, otherwise, there will definitely be all kinds of situations.

After finishing the lesson plan matter, it was time to report teaching progress and explain teaching ideas. After they finished speaking, Schiller realized that the lesson plan wasn't even a problem.