Sometimes, teaching feels like this:
Students have this conception that the math will just happen to them. If they show up for every meeting they will somehow magically learn. I, the Great and Powerful OZ, will cause you to be enlightened! Yeah…no.
How do we tell them that they have to fight against their lack of understanding? How do we explain that only sustained and deliberate practice turns a novice into an expert?
There I am, waving at my differential geometry students. “Hey, do your project. Tell me what you need.”
There I am, waiving at my math in decision making students. “Really. You gotta just try it a bit. Don’t just sit there.”
And there I am, trying to nudge euclidean geometry students: “Which problem are you working on? Come see me. You can’t just watch all semester.”