David Beazley
Educator and musician living in Evanston, Illinois. I wrote some Python books, but you'll probably find me yapping on about bikes, trombones, dogs, and other random stuff here. Currently pursuing a MAT in Secondary Education with the hope of becoming a high school math teacher.
Sure, you don't have to use cocaine, but all of your students are using cocaine. They'd probably be more engaged if you were a bit more culturally sensitive and also used cocaine.
It wouldn't surprise me if AI companies were buying and destroying books without scanning them at all.
Saw a couple of construction workers decked out in their work gear (orange vest, work boots, hard hat) carrying their tools all while riding an e-scooter and smoking a cigarette. It was definitely a look.
Maybe it's different now, but I was literally taught nothing about teaching prior to or during the time I was a university professor. I kind of wonder if all those chickens are now going to come home to roost with AI.
I've been thinking about this a lot as I'm back in school working on a Masters in Teaching right now.
Note: this comment is more about the difficulty of the task and not David specifically (but his comment is an example of the conundrum).
Wonder how much sleep the kid managed to get after my recommendation of listening to a Mars Volta album.
The year is 2026. I just finished observing a day in the life of 35 high school math classes taught by 34 different math teachers across 7 different high schools. Ask me anything.
I get that the water required to produce a hamburger is probably more than an AI query, but this neglects to account for the fact that the cow still wrote better code.
Not sure if it was by design, but almost every math teacher I observed today also coached sports. So, it was sort of like "BUELLER, WHAT'S THE VERTEX?!?!?!" for the whole period.
Based on the kid's report of puking, I'd say it was a resoundingly successful class field trip to "physics day" at Six Flags.
Getting ready for a final day of HS observation. This has really been a very interesting thing to see.
A busy week of HS observation ahead. Today, it's a journey to a Chicago Public School.
Found myself quietly sitting in the back, low-key observing an AP CompSci-A class today. A short summary of the 55 minutes...
"Work on the projects."
"I'm confused."
"You've got this!"
"This is coded in the dumbest way possible."
"I'm still confused."
"You're doing great!
"Why isn't anyone working?"
(some quiet looking over code. Concern builds....)
"Stop everything! I gave you all the wrong project."
Dismissal bell rings.
The vibes were off...