終於當上帶課的助教，第一次站上講台帶一小時的課。星期一早上八點半，要獨自面對49位學生。第一天第一堂課也就鬧了笑話。我請各位同學分享暑假做了什麼事。有位女生說她暑假去英國找她男友。通常中文裡我們都會說遠距離好辛苦喔祝你順利之類的，於是我說Good luck，結果全班哄堂大笑！在我不斷追問之下，終於有個女生向我解釋：這樣說是可以啦，只是聽起來有點諷刺。害我很不好意思。但能讓全班大笑，至少我覺得是不錯的開始。
修了隨機過程。機率是我很沒把握的統計學中最沒把握的部分，靈活多變化，而我總覺得我捉不到要領。但這老師教學相當富啓發性，聽他講課常會覺得原來這問題這麼想就可以簡單解決，或原來還有這個思考角度。最妙的是這堂統計課他不要我們交個人作業，而是教小組作業。統計也可以以小組為單位交報告？是的！他說根據經驗小組報告總是比較整潔有條理；個人作業有些人可能是最後十分鐘胡亂抄寫交出去的，反而品質不好。不擔心學生抄襲嗎？老師說：個人作業難道就沒人抄襲嗎？（才怪！個人作業抄襲的才嚴重呢！）如果小組同意讓某組員搭便車，那他也無所謂，反正作業也只佔總成績百分之二十；而若小組不希望沒貢獻的人也拿到分數，那只要作業上不放他的名字就行了。組的概念其實很鬆散的，若想要自己寫不跟別人討論，那沒問題；期中想要更換組員或與其他人另成一組，也沒問題。從我統計修課經驗，和朋友討論作業觀念其實相當重要，收獲也更豐富。他的小組理念我完全認同，其實他也就是公開地、半強迫地讓學生們能互相討論！雖然機率讓我有點害怕，但對於這堂課我依舊充滿期待！
另外也修了經濟博士班的微觀經濟學。大學畢業就再也沒碰過經濟的我，一開始擔心自己底子不足；後來更發現這門課程根本就是沒有數字的數學課！才上了兩堂，我已經無法理解了。開學前朋友跟我說這門課像是在教實數分析，上了第一節課我立刻明白他的意思。看來必須投注非常多精力在這堂課上啊。
最重要的還是研究。我的個人研究已經進度落後了，要加緊腳步向前；同時也希望在系上博士班研討課程中，能夠產生更多研究想法。這一學期系上研討課程只有六人，期許自己能夠多提問、多發表意見。
最後，在忙碌之餘，希望能有平衡的生活—規律地運動，與定期更新部落格！
The first week of the new semester finally ends. Comparing with my first year, of which I spent most on studying, my second year is more stressful - I have to teach and work on my second-year paper in addition to taking courses.
Finally I am a teaching assistant, not a grader. My first time in my life standing in front of 49 students for an hour. The course is at 8:30am on Monday. In the first first class of the very first day of the semester, I said something stupid that all the students laughed. In order to get to know students, I asked them to share what they did this summer. A girl said that she stayed in England the whole summer coz her boy friend was there. Long distance relationship. Yes I understand. That is what I am experiencing currently, although not as tough as hers. In our culture we usually try to comfort the person and send our blesses when s/he is in a difficult time. So naturally I said "good luck." Then the whole class bursted into laugh. I kept asking what was going on. Finally a girl explained to me that it sounded sarcastic, but it was OK. It was stupid, but I think at least making everyone laugh is a good start of the class.
This semester I am also taking stochastic process, which is heavily based on probability. Probability is what I learned worst when learning Statistics. It has many different variations, and I always feel that I can't get the tips to solve the question. But the instructor is very inspiring. He commented the traditional way teaching probability - what you usually find in Casella and Berger and Hoggs, saying that they just taught us to crave in definitions and equations. It should be a probabilist to write about probability in Statistics textbooks. He also provides us many different perspectives to look at a problem. More interestingly, he doesn't want us turning in assignments individually. He wants us to turn in homework in groups! This is really interesting since traditionally it is always viewed that students have to work on their own to solve math problems though they are encouraged to work together. He said that not only the number of reports that he has to grade reduces, the reports are more organized and neat. "Don.t you worry about students copying others' answers?" others asked. "Will students not copy answers if they turn in individually?" he replied. The homework is only 20% of the total scores. Quizs and exams are more important, and people who copy answers usually don't do well in exams. In addition, if the group doesn't want a free rider, they can choose not to put the person's name on it. It is not necessary for everyone to stick to the same group the whole semester. If you choose to work on your own or start a new group with others, that is totally fine with him. Based on my learning experience, I always gained more by discussing with friends. He is just publicly making or forcing everyone to discuss with others. I totally agree with his teaching method. Even though Probability scars me, I still look forward to this class!
This semester I am also taking stochastic process, which is heavily based on probability. Probability is what I learned worst when learning Statistics. It has many different variations, and I always feel that I can't get the tips to solve the question. But the instructor is very inspiring. He commented the traditional way teaching probability - what you usually find in Casella and Berger and Hoggs, saying that they just taught us to crave in definitions and equations. It should be a probabilist to write about probability in Statistics textbooks. He also provides us many different perspectives to look at a problem. More interestingly, he doesn't want us turning in assignments individually. He wants us to turn in homework in groups! This is really interesting since traditionally it is always viewed that students have to work on their own to solve math problems though they are encouraged to work together. He said that not only the number of reports that he has to grade reduces, the reports are more organized and neat. "Don.t you worry about students copying others' answers?" others asked. "Will students not copy answers if they turn in individually?" he replied. The homework is only 20% of the total scores. Quizs and exams are more important, and people who copy answers usually don't do well in exams. In addition, if the group doesn't want a free rider, they can choose not to put the person's name on it. It is not necessary for everyone to stick to the same group the whole semester. If you choose to work on your own or start a new group with others, that is totally fine with him. Based on my learning experience, I always gained more by discussing with friends. He is just publicly making or forcing everyone to discuss with others. I totally agree with his teaching method. Even though Probability scars me, I still look forward to this class!
The other course that I am taking is PhD-level Microeconomics. This is also a tough course to me. Frist of all, I havn't touched economics since college. Comparing to other economics or finance students, definitely there are a lot for me to catch up. In addition, the first two classes made me realize that the PhD level course is totally different from undergraduate level. To construct utility function is like learning set theory in math. My friend told me that this course is like real analysis. Now I understand how that can be. Since I can't understand what the instructor teaches in class, I obviously have to put more effort on it.
Most important of all is my second year paper. I think I am already behind. Definitly have to spend a reasonable amount of time on it. I also wish that in the Marketing PhD seminar I can have more research ideas. There are only 6 people in the class this semester, so the performance will be obvious. I hope I can be more proactive on asking questions and sharing opinions.
Finally, I hope I can find time in my busy life to regularly exercise and update my blog.
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