English proofreading

english/intro.tex

@@ -13,11 +13,11 @@ \chapter*{How does one become a good teacher?}
 \footnotetext{There are also other useful things (such as expert feedback), but those do not scale very well.}
 \begin{enumerate}
 \item \textbf{Teaching regularly.}\\You need your own teaching experience, ideally on a regular basis.
-\item \textbf{Reflecting your teaching.}\\Pay attention to what worked well and what should you change in the future.
-\item \textbf{Observing the teaching of others.}\\Think about what other teachers do, what works for them, what does not and what can you adopt.
+\item \textbf{Reflecting your teaching.}\\Pay attention to what worked well and what you should change in the future.
+\item \textbf{Observing the teaching of others.}\\Think about what other teachers do, what works for them, what does not and what you can adopt.
 \end{enumerate}
 
-This diary will help you reflect your teaching. It suggests things to pay attention to, questions to ask and aspects to ponder. But bear in mind -- it's not a cookbook for good teaching, it is only a guidebook for your journey.
+This diary will help you reflect on your teaching. It suggests things to pay attention to, questions to ask and aspects to ponder. But please bear in mind -- it's not trying to be a cookbook for good teaching, it's only a guidebook for your journey.
 
 To supplement your teaching reflection, join the conversation with your fellow teachers. Ask around at your institution for a teaching and learning center or directly engage your colleagues teaching the same course.
 
@@ -26,15 +26,15 @@ \section*{How to use the reflective diary?}
 
 First and foremost, use it regularly.
 
-Note down your thoughts both when planning the lecture and after delivering it. There are thirteen double-page spreads (one for each semester week), each suggesting a handful of questions. The diary is quite small -- it's partly to keep your notes short.
+Note down your thoughts both when planning the lecture and after delivering it. There are thirteen double-page spreads (one for each semester week), each suggesting a handful of questions. The diary is quite a small format -- it's partly to keep your notes short.
 
-After the page spreads for individual weeks, there is a rubric for teaching skills, a list of indicators to track and evaluate, an index of some useful teaching tools and some extra space for your notes and remarks.
+After the page intended for individual weeks, there is a rubric for teaching skills, a list of indicators to keep track of and evaluate, an index of some useful teaching tools and an extra space for your notes and remarks.
 
-\section*{Why use the reflective diary?}
+\section*{Why to use the reflective diary?}
 
-Regularly using the reflective diary serves multiple purposes:
+Using the reflective diary regularly serves multiple purposes:
 \begin{enumerate}[topsep=0pt]
-\item It reminds you to reflect your teaching.
+\item It reminds you to reflect on your teaching.
 \item It provides you with a convenient place to collect notes for the future.
 \item It helps you see all the different aspects of teaching.
 \item It enables you to track your progress.

english/outro.tex

@@ -59,7 +59,7 @@ \chapter*{Bloom's taxonomy}
 
 \item \textbf{Apply (\textit{usage})}\\
 \note{applying the method in the right situation, abstracting and generalizing}\\
-{\small carry out, apply, manipulate, demonstrate, implement, solve a model problem}
+{\small carry out, apply, manipulate, demonstrate, implement, solve a~model problem}
 
 \item \textbf{Analyze (\textit{decomposition})}\\
 \note{decomposition into basic blocks, relations and interactions between them}\\
@@ -103,7 +103,7 @@ \section*{Lecture structure}
 \item Check-in -- \note{opening, focusing attention to here and now}
 \item Check-out -- \note{conclusion, call for reflection}
 \item Tracking -- \note{paying attention to the flow of discussion/lecture}
-\item Question parking lot -- \note{publicly deferring bigger questions}
+\item Question parking lot -- \note{openly deferring bigger questions}
 \end{itemize}
 
 \section*{Assigning tasks/exercises}
@@ -114,7 +114,7 @@ \section*{Assigning tasks/exercises}
 \item Voting -- \note{positive, negative, points distribution, Kahoot}
 \item Assignments -- \note{first step, end-product, evaluation, duration}
 \item Demonstrations -- \note{engaging multiple senses}
-\item \enquote{Morning exercise} -- \note{physical/mental waking up, revision}
+\item Warm-up -- \note{physical/mental waking up, revision}
 \item Setting the threshold -- \note{how easy is it to engage in the activity?}
 \item Chunking -- \note{grouping items into small \enquote{digestible} units}
 \item External motivation -- \note{extra credit, candy, \ldots}
@@ -145,7 +145,7 @@ \section*{Class activities}
 \end{itemize}
 
 \chapter*{Your own comments}
-\note{The most relevant feedback from your colleagues, for example.}
+\note{E.g., the most relevant feedback from your colleagues.}
 
 \chapter*{Your own comments}
-\note{What should I concentrate on when teaching?}
+\note{E.g., what should I concentrate on when teaching?}

english/rubric.tex

@@ -30,42 +30,42 @@ \section*{\therubricquestion: #1}
 \chapter*{Rubric for teaching skills}
 \label{rubric}
 
-The following pages present a scoring rubric for teaching skills. Many teachers (young and old alike) don't perceive all the different levels and dimensions of the teaching skill. This is often caused by them not seeing these skills in others. After months or years of teaching, there may come a moment when you realize that the space for improvement is much larger than you expected\punct{.}\footnote{More information can be found for example in the book \emph{How Learning Works: Seven Research-Based Principles for Smart Teaching}.}
+The following pages present a scoring rubric for teaching skills. Many teachers (beginners and veterans alike) don't perceive all the different levels and dimensions of the teaching skill. This often happens as they don't see these skills in others. After months or years of teaching, there may come a moment when you realize that the space for improvement is much larger than you expected\punct{.}\footnote{More information can be found for example in the book \emph{How Learning Works: Seven Research-Based Principles for Smart Teaching}.}
 
 \section*{What is a scoring rubric?}
 
 A scoring rubric is a self-assessment tool (helping you see and describe your skills and knowledge).
-Firstly, it helps you to perceive and name all the fundamental parts of a concept (e.g., being able to program means being able to design an algorithm, work with memory effectively, know the syntax). Secondly, it enables you to evaluate your competence in these parts (e.g., I'm able to design a working algorithm, though I find it problematic to express it in code and I don't optimize memory usage at all).
+Firstly, it helps you perceive and name all the fundamental parts of a concept (e.g., being able to program means being able to design an algorithm, work with memory effectively, know the syntax). Secondly, it enables you to evaluate your competence in these parts (e.g., I'm able to design a working algorithm, though I find it problematic to express it in code and I don't optimize memory usage at all).
 
 \section*{How to use the rubric for teaching skills?}
 
-Fill in the rubric at the beginning of the semester (indicate the level of your skill on the scale). Choose 1--3 areas you to focus on this semester. If you want to be thorough, try to think of specific actions to do and useful indicators of your progress. Go over the rubric again at the end of the semester and reevaluate your progress in individual areas.
+Fill in the rubric at the beginning of the semester (indicate the level of your skill on the scale). Choose 1--3 areas for you to focus on this semester. If you want to be thorough, try to think of some specific actions to do and appropriate indicators of your progress. Go over the rubric again at the end of the semester and reevaluate your progress in the individual areas.
 
-Another option is to treat the rubric as a manifesto -- the \enquote{guru} descriptions represent our view of the skills great teachers have. These we would like to cultivate in the starting teachers as well.
+Another option is to treat the rubric as a manifesto -- the \enquote{guru} descriptions represent our view of the skills great teachers have. We would like to cultivate these in the starting teachers as well.
 
 \newcounter{rubricquestion}
 
 \newpage
 \rubriccriterion{Conscious attention, following goals, tracking}
-{My lectures don't have an explicitly set goal. When teaching, I'm unaware of the current situation or direction. I often feel lost.}
-{Sometimes I see my current goal and understand effects of the methods I'm using at that moment. Most of the time, however, I'm not consciously paying attention to my teaching.}
+{My lectures don't have an explicitly set goal. When teaching, I'm unaware of the current situation or direction. I~often feel lost.}
+{Sometimes I see my current goal and I understand effects of the methods I'm using at that moment. Most of the time, however, I'm not consciously paying attention to my teaching.}
 {I'm almost always paying attention to what happens to me and the class, what I'm doing, what effects it'll have and what goals I follow. I know how we arrived at the current situation.}
 
 \rule{\textwidth}{0.4pt}
-\rubriccriterion{Class interaction, asking public questions}
+\rubriccriterion{Class interaction, asking questions}
 {I don't interact with the class. I don't ask since I would probably not get answers. I don't know how to engage students.}
-{I know it's possible to interact with the class and I know the tools to do it. Nevertheless, I'm unable to use them well. Sometimes when I ask, I don't get answers.}
+{I know it's possible to interact with the class and I~know the tools to do it. Nevertheless, I'm unable to use them well. Sometimes when I ask, I don't get answers.}
 {I interact with the class often and do it in a way that engages the students. I can effortlessly solve the situations when I'm not getting answers (e.g., by question reformulation).}
 
 \newpage
 \rubriccriterion{Lecture structure}
 {I don't think about the lecture structure.}
 {I understand the advantages of having a clear structure in the lecture. Despite my attempts, I often get confused or handle too many things at the same time, and students get lost.}
-{My lectures have a clear structure. Students know what is happening, what follows next and they see the relationships. I highlight transitions between individual blocks.}
+{My lectures have a clear structure. Students know what is happening, what follows next and they see the connections. I~explicitly announce transitions between individual blocks.}
 
 \rule{\textwidth}{0.4pt}
 \rubriccriterion{My feelings and satisfaction}
-{I do not reflect my emotions and my satisfaction with the lectures.}
+{I do not reflect on my emotions and my satisfaction with the lectures.}
 {I often don't feel confident during the lectures. Teaching is exhausting for me. I feel tense and am frequently afraid of students' questions.}
 {I feel relaxed and self-confident when teaching. I enjoy it and have my own style.}
 
@@ -77,7 +77,7 @@ \section*{How to use the rubric for teaching skills?}
 
 \rule{\textwidth}{0.4pt}
 \rubriccriterion{Clear task assignment}
-{I do not think about the way to explain/assign tasks at all.}
+{I do not think about the way on explaining/assigning tasks at all.}
 {When I assign a task, students occasionally don't understand what to do, where to start or what the result should be.}
 {When I assign a task or introduce an activity, students understand what to do. They do not work on useless things that do not match my aim.}
 
@@ -91,20 +91,20 @@ \section*{How to use the rubric for teaching skills?}
 \rubriccriterion{Broader context of my lectures}
 {I don't think about the broader context of my sessions and the course.}
 {It's difficult for me to name the knowledge and skills I'm teaching explicitly. I don't know where these may be useful. I'm unable to track students' progress.}
-{I have a thorough understanding of my teaching goals (what skills I develop and what knowledge I want to pass on). I know why I'm concentrating on these skills and where they will be useful. I can track student's progress.}
+{I have a thorough understanding of my teaching goals (what skills I develop and what knowledge I want to pass on). I~know why I'm concentrating on these particular skills and where they will be useful. I can track students' progress.}
 \vspace*{-1em}
 
 \newpage
 \rubriccriterion{Explaining effectiveness}
-{I do not reflect the way I explain things.}
+{I do not reflect on the way I explain things.}
 {When explaining something, I'm routinely doubtful if my explanations are useful (help students' understanding.)}
 {When explaining a theory, I demonstrate solutions and effectively highlight mistakes. I'm able to see things from the students' perspective. My explaining effectively helps students' understanding. I do not explain things unrelated to students' questions.}
 
 \rule{\textwidth}{0.4pt}
 \rubriccriterion{Class environment, teaching systems}
 {I don't think about the class atmosphere. I don't see systems in my lectures.}
 {I tend to think about the rules and atmosphere in the class. I take over teaching systems (e.g., scoring) from others. Nevertheless, I don't see effects thereof or don't know how to adjust them.}
-{I'm able to create a productive learning environment. I see the effects of the teaching systems I use (e.g., scoring, candy, rituals). I don't take systems over blindly -- I understand their effect and adjust them appropriately.}
+{I'm able to create a productive learning environment. I~see the effects of the teaching systems I use (e.g., scoring, candy, rituals). I don't take systems over blindly -- I understand their effect and adjust them appropriately.}
 
 \newpage
 \rubriccriterion{Improvisation, lecture adjustments}
@@ -115,7 +115,7 @@ \section*{How to use the rubric for teaching skills?}
 \rule{\textwidth}{0.4pt}
 \rubriccriterion{Interaction with individual students}
 {I don't think about counseling or two-people interactions at all.}
-{I often find myself helpless when interacting with a single student (e.g., individual exam, counseling). The interaction is not effective, or the student feels threatened.}
+{I often find myself helpless when interacting with a~single student (e.g., individual exam, counseling). The interaction is not effective, or the student feels threatened.}
 {When interacting with an individual (e.g., exam, counseling), I use time effectively. Students seek my counsel and find me respecting and supportive.}
 
 \newpage
@@ -128,4 +128,4 @@ \section*{How to use the rubric for teaching skills?}
 \rubriccriterion{Following the class}
 {I don't pay attention to the group, I only pay attention to the lecture contents.}
 {I'm aware the group is sending out signals and that it would be useful to understand and use them for effective teaching. Nevertheless, I can only do that occasionally.}
-{I'm able to see the attitudes and alignment of the group. I perceive what's moving the group at the moment (e.g., weariness, enthusiasm, concern).}
+{I'm able to see the attitudes and alignment of the group. I~perceive what's moving the group at the given moment (e.g., weariness, enthusiasm, concern).}

english/weeks.tex

@@ -106,7 +106,7 @@ \chapter{}
 What was the prevailing climate/mood during the lecture?\\
 Do the students understand the course structure?\\
 Do they know what they are expected (not) to do?\\
-(You can find more ideas to ponder on page \pageref{indicators}.)}
+(On page \pageref{indicators} you can find more ideas to ponder on.)}
 
 % ======= WEEK 2 =======
 
@@ -141,8 +141,8 @@ \chapter{}
 \marginsection{-90}{1}{notes and comments}
 \vspace*{-2em}
 \note{On what aspects of teaching shall I concentrate when observing my colleagues?\\
-On what aspect should colleagues visiting my lecture concentrate?\\
-(You can find more ideas to ponder on page \pageref{indicators}.)}
+On what aspects should colleagues visiting my lecture concentrate?\\
+(On page \pageref{indicators} you can find more ideas to ponder on.)}
 
 % ======= WEEK 3 =======
 
@@ -169,15 +169,15 @@ \chapter{}
 
 \goodbadpoints
 
-Which questions did work in the class? Which did not?
+Which questions did work in the class? Which ones did not?
 
 \newpage
 \marginsection{-90}{1}{notes and comments}
 \vspace*{-2em}
 \note{How many group questions have I asked?\\
-How many questions did the students ask me?\\
+How many questions have the students asked me?\\
 Was that too few, enough or too many?\\
-(You can find more ideas to ponder on page \pageref{indicators}.)}
+(On page \pageref{indicators} you can find more ideas to ponder on.)}
 
 % ======= WEEK 4 =======
 
@@ -201,15 +201,16 @@ \chapter{}
 
 \goodbadpoints
 
-\note{Think of a question you'd like to answer after teaching.}\\
-Your question:
+Your question:\\
+\note{Think of a question/aspect you'd like to concentrate on and have answer
+for after your teaching.}
 
 \newpage
 \marginsection{-90}{1}{notes and comments}
 \vspace*{-2em}
 \note{What knowledge and skills do I want to teach? Express them in the form of a scoring rubric, that is, describe the individual aspects and the scale (see page \pageref{rubric}).\\
-What type of teacher do I want to be? What should I do for that?\\
-(You can find more ideas to ponder on page \pageref{indicators}.)}
+What type of teacher do I want to be? What can I do for that?\\
+(On page \pageref{indicators} you can find more ideas to ponder on.)}
 
 % ======= WEEK 5 =======
 
@@ -235,16 +236,17 @@ \chapter{}
 
 \goodbadpoints
 
-\note{Think of a question you'd like to answer after teaching.}\\
-Your question:
+Your question:\\
+\note{Think of a question/aspect you'd like to concentrate on and have answer
+for after your teaching.}
 
 \newpage
 \marginsection{-90}{1}{notes and comments}
 \vspace*{-2em}
 \note{Have I achieved the goal of this lecture?\\
 What should I change in this lecture?\\
-What should I not forget when planning the next lecture?\\
-(You can find more ideas to ponder on page \pageref{indicators}.)}
+What should I bear in mind when planning the next lecture?\\
+(On page \pageref{indicators} you can find more ideas to ponder on.)}
 
 % ======= WEEK 6 =======
 
@@ -271,16 +273,17 @@ \chapter{}
 
 \goodbadpoints
 
-\note{Think of a question you'd like to answer after teaching.}\\
-Your question:
+Your question:\\
+\note{Think of a question/aspect you'd like to concentrate on and have answer
+for after your teaching.}
 
 \newpage
 \marginsection{-90}{1}{notes and comments}
 \vspace*{-2em}
 \note{Have I achieved the goal of this lecture?\\
 What should I change in this lecture?\\
 What are the deficiencies of the exercises I used?\\
-(You can find more ideas to ponder on page \pageref{indicators}.)}
+(On page \pageref{indicators} you can find more ideas to ponder on.)}
 
 % ======= WEEK 7 =======
 \commonweek
@@ -346,7 +349,7 @@ \chapter{}
 \goodbadpoints
 
 What is the broader context of what I teach?\\
-\note{Where do I relate to other courses or other fields of knowledge?}
+\note{In what parts do I relate to other courses or other fields of knowledge?}
 
 \newpage
 \marginsection{-90}{1}{notes and comments}
@@ -386,4 +389,4 @@ \chapter{}
 \vspace*{-2em}
 \note{What skills and knowledge do we test at the exam?\\
 Do the evaluation methods match what I teach?\\
-Does the course provide students with sufficient background to be able to continue their study independently afterward?}
+Does the course provide students with sufficient background to be able to continue their studies independently afterward?}