> Interestingly, I only recall you ever being polite and helpful.

Thank you, but I have been gritting my teeth on numerous occasions when=20
someone asked a question and expected each of the answerers to spend=20
much more time in answering than he did in asking (and got away with=20
it!!). In nearly all cases the asker got 'Olinized' before I could=20
answer. My tone would probably have been somewhat milder than Olin's,=20
but the basic attitude would be the same: if you expect help, then I am=20
entitled to expect some basic work from your side. If not, I am entitled=20
to say so.

Maybe I am a bit less eager to respond to such questions because I get=20
them on a daily basis (and I am payed to answer them - if I see fit even=20
in a 'rude' way).

> I'd presume that even in your classroom discipline sessions you aim at
> something a bit less than purposeful maximum-humiliation

I think everyone agrees that 'optimal humiliation' is the goal. But our=20
  estimates of that optimum seem to differ widely.

> don't seek to actively drive people off your courses, and that you
> don't consider it a sign of success to have done so? No?

That's a long story. We (the teachers) are expected (by our superiors)=20
to reach a 80% (first year) or 85% (next years) 'pass' on each course.=20
If not, we must 'improve' our lessons. As a consequence very few=20
teachers dare to give low marks to the students who deserve them. But=20
those teachers do the other teachers (and the other students) a big=20
favor, because they help to eliminate the students who should not be in=20
our school. I try to be hard on the students when needed, and use some=20
creative bookkeeping to keep the management happy. There is some=20
parallel with the list's situation.

--=20

Wouter van Ooijen

-- -------------------------------------------
Van Ooijen Technische Informatica: www.voti.nl
consultancy, development, PICmicro products
docent Hogeschool van Utrecht: www.voti.nl/hvu

--=20
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