They take all the practice activities that they want their students to enact. The professors are the ones who explain, show and show. There are a lot of activities for the professors to do. After all, there is the syllabus to review, the class structure to be introduced, the nouns to learn and the wrong pronunciation. But even those professors and their students who are aware of the primacy of practice still find it difficult, if not impossible, to find enough time on the first day to begin such practice. But too often they don’t tie into the practice routine, and break out of the look and feel when they’re keeping score during class. Students and their professors see the importance of the first day, that big game. More importantly, it saw the practice characteristics that players would need even if they performed in a way not directly related to practice. Basically, my son saw the importance of a training routine before the big game, even if he didn’t quite get to grips with it. But even through his misunderstanding, he realized one important thing: all the players believed in what they were doing, even if he could not see the importance behind gymnastics before the match. He couldn’t understand why he required all these moves, because he had never seen one of those moves in the game. One of the players even stood on one leg with his arms outstretched. He’s seen some of his favorite players writhing in all kinds of positions: balancing, running backwards and sides, even lying flat on the floor, some pulling their hamstrings with huge rubber bands. The first time my middle school-aged son attended a major league ball game, he was stunned by what the players were doing on the field before the game. This article first appeared in Teaching Professor on March 21, 2017.
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