| Pace/speed of teaching | Understanding in class | Overall rating |
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| Sr. No. | Teaching pace/speed | Understanding | Overall rating | Comments |
|---|---|---|---|---|
| 1 | okay | 75 -- 100% | 9 | None. [Google forms did not add this entry to the plots above, but otherwise did a great job.] |
| 2 | okay | 75 -- 100% | 8 | |
| 3 | okay | 75 -- 100% | 9 | |
| 4 | okay | 25 -- 50% | 6 | common man not able to follow you properly :( |
| 5 | slow | 0 -- 25% | 7 | Too much of interaction happens in the class specially with 4-5 people only.. perhaps they have done this course earlier or they are very strong in modern compiler area.. I hope 50-60% of time taken by the interaction only.. where each slide goes on to approximately 10-15mins.. where other people are loosing their sights in the middle.. I think we should have the knowledge of modern compiler to understand this subject.. Teaching is very good but this course requires some prerequisite subjects which we have not done.. In each class hardly I understand 10-20% of the class.. Those who has the knowledge of modern compiler or who has done the modern compiler course previously.. i hope they are only understanding the subject fully.. |
| 6 | okay | 0 -- 25% | 5 | The interaction with students is a good thing but it should not be limited to 5-6 students only who are having pre-knowledge of the things being taught in the class. Only few people are responding in the class and asking many queries , these are the people who had earlier studied compiler subject in first semester or had studied similar or related subjects before. There even exists some students who knows every thing taught in the class till now and are responding most frequently . And based on their responses the faculty proceeds further without explaining the things properly to other students. It is not possible for other students to ask every thing they don't understand when few people who are having knowledge of the topic in advance are answering questions asked by faculty so rapidly. I don't understand most of the things in class , but when somebody explains me the same slides in separate which took 2 hours in the class I understand things completely in 15-20 minutes only. The reason for that which I think is that at that time the 5-6 people are not fighting to answer queries and proceed further and I can easily ask my points of confusion or queries . And I think that so much interaction while teaching with limited students in place of teaching others also is not good for us. |
| 7 | okay | 75 -- 100% | 8 | |
| 8 | okay | 50 -- 75% | 8 | |
| 9 | okay | 75 -- 100% | 8 | |
| 10 | okay | 75 -- 100% | 8 | 0.) I like the contents of the course, and knowledge base of the teacher. 1.) I appreciate the patience with which the subject is being taught. It is really necessary for a teacher to have this much patience while teaching. I hope this won't change with time. 2.) There might be some students in class who know more than the new-comers, and thus their questions might be at a level higher than what others might be able to understand. It then becomes critical for a teacher to give an answer which shall not just satisfy the demands of the old students, but shall also not dazzle the new-comers. Otherwise, the new-comers might lose interest (and confidence) in that lecture without any fault of theirs. 3.) I suggest that before the class, other than just preparing what to teach in the class, the following shall also be done: One shall look into each slide and try to understand what all questions might be asked out of it by students. |
| 11 | okay | 0 -- 25% | 3 | NO DOUBT u r very friendly. But very few, some phd and earlier MS students can understand and take part in discussion. please teach any particular topic as audience knows nothing, make concept clear atlest to some extent say 50% and then there should be discussions. u start discussion from start only so those who know nothing understand nothing. we new M.S. students are getting very lees. pls provide some really handy/easy to understand material for ur course which we can refer. and all class material ( lect slides ) should be on moodle's course page itself. I have to make research for lecture slides. see moodle page for concurrent programming for reference. |
| 12 | okay | 0 -- 25% | 5 | The course could be improved by making it less discussion based. The more the Professor speaks, the easier it is for the student to grab the concept. Otherwise, it happens that only few students are involved in the discussion and rest of the class loses grip. |
| 13 | okay | 75 -- 100% | 8 | |
| 14 | okay | 75 -- 100% | 8 | |
| 15 | okay | 75 -- 100% | 7 | In the course, the main problem being faced is lack of resources. Some students don't have a proper background w.r.t. the backend of a compiler, so they may be provided with some reference to brush-up their concepts. Similarly, in assignments, nobody is familiar with LLVM (plus, most students don't have experience with C++), and the documentation is not readily and quickly self-understandable for people exploring something new for the first time by themselves. So again this part is making the students feel that they can't do good within the allotted time frames. |
| 16 | slow | 75 -- 100% | 8 | Deviations from the main topic to the random discussions could be avoided. This generally occurs when some students pose questions out of context. |
| 17 | okay | 25 -- 50% | 6 | |
| 18 | okay | 25 -- 50% | 8 |