- 14 Apr 2016
- 528
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- Thread starter
- #26
I am aware of the time he spends helping other people online, Majestic. As for money, I have previously offered him some as some gesture of appreciation. Just something to keep in mind. Also, not everyone do things for money, not everything needs to be a merchandise. I'd certainly hope he gets some measure of satisfaction doing what he does otherwise I don't think he should do it considering how much he does for the community.
I appreciate the help he gives. That doesn't mean all his interventions can only be flawless all the time. Since we're in the topic of reading carefully I said that if he wants to say "Be more careful please" he can but I'm respectfully saying that I don't think it's helpful since I do read replies carefully. I might not perform enough to warrant the doubt that I am doing my very best but I am.
Like you've said, there isn't just one type of pedagogic relationship and I respectfully don't share your view. I don't think saying things like: you need to do x harder is helpful (with or without please) in the sense that it doesn't bring anything which furthers understanding. When learning something, missing an explanation or misunderstanding is common and I think it's better to play it on the safe side instead of presuming: "He's not being careful enough".
I think if something has already been explained, copy/pasting the explanation is as effective as presuming on a person's methodology and intention. If the pasted explanation is still unclear, then questions can be asked. I don't personally think blaming needs to come into play. It's something I feel pretty strongly about. Mistakes happen, I find the knee jerk reaction of needing to blame someone every time futile. Maybe the explanation wasn't clear, ok, let the teacher try again. Ah e the student didn't understand because so ok, let him try again.
Just to give you example of when an assumption doesn't represent reality:
I mention that at a glance the meaning of the sentence is x, y and z. I said it wasn't my final answer because I wanted to check things out first the next morning as I was going to bed.
"However, you would be able to find the adverb 初めて(はじめて) quite easily just by looking up the word in your dictionary."
... which I did do the next morning after checking the sentence. On the night before I just checked the furigana and thought: oh this is "hajimete" and made the mistake of thinking it was はじめて. So you see, it's an honest mistake which has nothing to do with being too lazy to check the dictionary.
Anyways, I've written too long about this. It's just my opinion. I think the more comfortable students are to make mistakes the more learning takes place which is the objective of both me and I would imagine people who try to explain. When I'm told to read more carefully when I make a mistake, I don't feel like asking more questions. Feel free to reject this and wave it off.
I wI'll return on topic and won't debate this further as I've made my position clear. I stand by what I've said and if toritorieve decides to withdraw his help because of this that is his prerogative. He doesn't owe me anything but his past explanations are part of my progress in the language without any doubt.
I appreciate the help he gives. That doesn't mean all his interventions can only be flawless all the time. Since we're in the topic of reading carefully I said that if he wants to say "Be more careful please" he can but I'm respectfully saying that I don't think it's helpful since I do read replies carefully. I might not perform enough to warrant the doubt that I am doing my very best but I am.
Like you've said, there isn't just one type of pedagogic relationship and I respectfully don't share your view. I don't think saying things like: you need to do x harder is helpful (with or without please) in the sense that it doesn't bring anything which furthers understanding. When learning something, missing an explanation or misunderstanding is common and I think it's better to play it on the safe side instead of presuming: "He's not being careful enough".
I think if something has already been explained, copy/pasting the explanation is as effective as presuming on a person's methodology and intention. If the pasted explanation is still unclear, then questions can be asked. I don't personally think blaming needs to come into play. It's something I feel pretty strongly about. Mistakes happen, I find the knee jerk reaction of needing to blame someone every time futile. Maybe the explanation wasn't clear, ok, let the teacher try again. Ah e the student didn't understand because so ok, let him try again.
Just to give you example of when an assumption doesn't represent reality:
I mention that at a glance the meaning of the sentence is x, y and z. I said it wasn't my final answer because I wanted to check things out first the next morning as I was going to bed.
"However, you would be able to find the adverb 初めて(はじめて) quite easily just by looking up the word in your dictionary."
... which I did do the next morning after checking the sentence. On the night before I just checked the furigana and thought: oh this is "hajimete" and made the mistake of thinking it was はじめて. So you see, it's an honest mistake which has nothing to do with being too lazy to check the dictionary.
Anyways, I've written too long about this. It's just my opinion. I think the more comfortable students are to make mistakes the more learning takes place which is the objective of both me and I would imagine people who try to explain. When I'm told to read more carefully when I make a mistake, I don't feel like asking more questions. Feel free to reject this and wave it off.
I wI'll return on topic and won't debate this further as I've made my position clear. I stand by what I've said and if toritorieve decides to withdraw his help because of this that is his prerogative. He doesn't owe me anything but his past explanations are part of my progress in the language without any doubt.