Chapter 3021: Mercury Notes (18)

The subsequent reporting of teaching progress and teaching ideas was even more chaotic. This group of people really treated the classroom teaching system as an apprenticeship system with more people, focusing on lawlessness, teaching whatever came to mind.

Diana said that next would be continued physical training, and then she would start teaching them some basic fighting skills. As for to what extent the physical training should go, in what order the fighting skills should be taught, and how to test the results after teaching, she basically had no clue.

Oliver's teaching progress and teaching ideas were basically two words—"discussion." It was as if he wasn't a teacher, but a moderator of a debate competition, having only learned the theory that truth becomes clearer through debate.

Clark had thought about arranging group discussions, but he hadn't thought about what to discuss specifically. He even forgot about the most basic Model United Nations. It was only after Schiller brought it up that he remembered he had participated in this activity in college.

Arthur was already struggling to teach biology. He suggested merging biology with the mathematics taught by Nora and becoming Nora's assistant. Nora didn't refuse, but Schiller felt he should finish teaching the basic biology course first, otherwise, the students would have opinions if the teacher was changed suddenly.

Bruce's criminal investigation was also a major subject. He had just finished teaching the basic concepts of criminal investigation and wanted to start on cases. Schiller felt he should finish teaching the concepts of the sub-subjects first.

The group discussed until after two in the morning before finally coming up with a charter.

PE class would first undergo two weeks of physical training. Diana's work for the next week would mainly be observing the physical limits of various races and then formulating an examination standard.

After the exam, they would start teaching skills classes. After a week of skills classes, they would start skills exams, followed by group confrontation.

Afterward, some field trips back to Earth could be interspersed to increase practical experience. Schiller also suggested that they could go to Amanda's Federal Shield for internships, but that was a long time away.

Clark's side would be group discussion presentations, then Model United Nations and the World Trade Organization, and then each group could approve a budget for business practice, which was entrepreneurship.

Oliver's military class followed a similar process, and the education systems of Victor and Nora, who taught science, were already very mature. They didn't expect to really teach a few Nobel Prize winners, but science ability was still necessary.

Later, Bruce would also teach engineering, so his criminal investigation progress had to be accelerated. The content of 20-30 class hours in a normal university was compressed to within 10 class hours. It was estimated that Bruce would be overwhelmed by writing lesson plans later.

At the end of the meeting, Schiller said, "If you just intend to train such a batch of people, there's no need to be so troublesome. But what you want is a trainee training base that can continue to operate, then standardized teaching is essential."

"In addition, you'd better pay attention to the outstanding ones among the students, especially those who are good at teaching others and organizing coordination. They are the most important teaching staff for this school in the future. You can pay more attention to them when necessary."

"Also, racial tendencies must be weakened during the teaching process. Don't let your own people fall into chaos in the end..."

By the time Schiller returned to his dormitory, it was already morning. There was another class in two hours. He was so weak he was almost ready to hibernate, and it took him half a day of light therapy to barely recover a little.

However, the emergency seminar Schiller held was obviously quite effective. The teaching order of this youth training school took on a new look, and the students immediately felt that the teachers had become professional.

Handouts were finally distributed in class, group discussion activities finally started, and most importantly, the teachers felt more confident and were able to suppress the students.

It wasn't that they were guilty in the previous days, but mainly because when some students asked about the arrangement of subsequent teaching work, most people were vague and couldn't say anything. Now there was finally a clear plan, and the top students knew what they needed to prepare for next.

The benefit of modern education is just like this: the teacher is one step ahead of the students through the lesson plan, so that they can play a guiding role. If it's the kind of way where they teach whatever comes to mind, the teacher only knows what to teach two minutes earlier than the students. Not only is efficiency low, but it's also easy to make the strong weak and the weak weaker.

And Schiller also made some precautions regarding the racial problems that might arise in group activities. First, he learned about the leaders with more say in each race from several other teachers during the seminar.

Next was the popular conversation session.

Speaking of teacher conversations, that is also a science, especially in an environment like Europe and America, where saying too much or too little is wrong.

But Schiller was quite experienced in this regard, because for some reason, his sect always produced rebellious disciples. Besides Bruce, there were at least the likes of Wolong and Fengchu, Youlin and Zhonghu, sword and spear, axe and halberd...

Schiller didn't take the initiative to talk to them often. Basically, it was these rebellious disciples who insisted on proving that behavioral science was greater than psychoanalysis, and thus came to Schiller to find a scolding.

Schiller called the leader of each race over. After a sincere conversation, they all expressed that they guaranteed not to cause trouble for Professor Rodriguez.

Of course, Schiller had already seen several people with rebellious tendencies among this group, who kept asking for evidence and asking what the difference was between psychoanalysis and theology.

However, they kept their word. When grouping the next day, besides Schiller emphasizing again to try not to huddle by race, they also echoed below, telling others not to always look for acquaintances to form teams in order to adapt to the survival environment of Earth.

In less than half a class, the groups were basically established. When they came to register, Schiller took a rough look. The racial distribution of each group was relatively even, basically achieving that each group had every race, and basically no more than one.

What surprised Schiller was that no one was left alone. At Cat Getan University, there were always a few who were left alone, some were excluded, and some were mavericks who didn't want to team up with others.

However, this group of students seemed relatively cautious. For the time being, no one wanted to show their personality, no one wanted to stand out, and no one dared to engage in exclusion. The teams were formed relatively completely, with at least three people.

Then Schiller assigned the topic. This time the discussion topic was relatively simple: find a psychological theory that you think is most common in life, and combine it with examples around you for analysis.

The discussion time was about two class hours, which was about one day. After the discussion, each person would write a small paper, plus a PPT presentation.

Similar relatively simple group discussions would last for about two weeks, with one day for completion and one day for presentation.

Then followed by debate competitions divided into large groups, social surveys of 50-100 people, and at the end of the term, an artistic play performance themed on the life of a psychology master. This semester would basically end.

Some people might ask why not teach theoretical knowledge. Because psychology is a relatively young subject, there isn't much content in the textbook. If you teach theoretical knowledge closely for four years, you can basically finish it in two years, so many activity classes are interspersed.

The end-of-term presentation performance is also mainly to cope with the school. The tradition of Cat Getan University is that everything must be touched by art, and basically every subject has to perform similar plays.

Other subjects are fine. Physics has people performing the lives of Einstein or Madame Curie, classical literature has people performing Shakespeare, history has people performing Emperor Caesar, and engineering can also perform the evolution of cars, as well as the lives of famous bridge architects.

But this psychology, there are people who want to perform Schiller Rodriguez.

As soon as the end of the term arrived, Schiller's mailbox started to receive student emails ding-ding-dong-dong, all asking if they could perform him. During that time, the 'n' and 'o' on his keyboard were worn out of color.

Schiller thought to himself, don't even mention the experiences of his past life, even this life is not easy to perform. Even if fantasy elements are not added, it is impossible to explain what he was doing during those years wandering in Moscow. As soon as he finished performing, the National Intelligence Agency would come.

Schiller already had a premonition that there must be people among this batch of students who wouldn't give up. It just so happened that the news of the play performance had to be announced now, because they had to prepare for the final exam, and a play couldn't be finished in that month, so they had to use their spare time starting now.

Don't look at this matter as sounding a bit absurd, but it actually exercises students' abilities very well. How to arrange spare time, how to coordinate time with others, find venues, buy props, arrange scenes, and assign roles are all tests of comprehensive ability.

As soon as Schiller announced this news, the other professors thought it was a good idea, novel and capable of exercising people, mainly because it was very interesting, so they also copied the cat to draw a tiger, telling the students to perform a play related to the subject and perform it at the end of the semester.

Others are fine, but Schiller really wanted to know what those teachers who taught agent skills intended to let the students perform. "FBI open the door"?

Since the establishment of the new teaching order, Bruce could only sleep for about four hours a day, and the rest of the time he wasn't idle at all. The curriculum was overly compressed, and just writing lesson plans almost gave him tenosynovitis. It just so happened that Jenna was really interested in behavioral analysis.

The little girl thought being a detective was cool, and hearing that Bruce was the strongest detective, she started pestering Bruce every day, hoping to get the treasure book of behavioral analysis from him.

Logically speaking, being eager to learn is good, but the problem is that she likes behavioral analysis in her mouth, but her body is very honest. She engages in that set of psychoanalysis, often using psychoanalysis to feel the answer, and then looking for evidence in reverse.

The thesis was already written in a topsy-turvy way, but she insisted on writing it, and after writing it, she had to let Bruce see where she wrote it wrong.

This wasn't looking for 10 details anymore. She could find 50 details in one photo, but not one was truly found. It was all holding a hammer and looking for nails, looking at everyone like evidence.

And maybe because Jenna is an alien, her energy is more vigorous than ordinary Earthlings, 24 hours a day without stopping.

In the end, Bruce was annoyed and didn't answer her calls or reply to her emails. Jenna could also use her superpowers to turn into an animal and drill in directly from the door crack.

This isn't playing the lute to a cow; this is the old water buffalo rushing out of the field, chasing the lute player and gnawing for two streets, and after knocking the person over, stepping on them twice.