 to this slightly shortened session on interactive teaching methods. Once again, this is a topic which I believe many of the speakers, my colleagues would have handled in one fashion or the other, emphasizing the different ways of interaction and so on. So, what I have tried to do is, I have tried to incorporate a few things which perhaps were not explicitly emphasized by them to suggest what could be considered as part of the interactive teaching methods. The first and foremost in our teaching methodology are lectures. You will know that the font size that I am using to write can be seen by everyone. If you are using audio visual aids, the first and foremost is the way you prepare your slides. So, in the slides, the font size and the type and please do not assume that the same font works for all cases. The typical method that I have learnt to follow is that if I am giving a talk at a new lecture hall or a classroom which I am not familiar with and therefore I have not adopted my font, then I will prepare one slide with one font, another slide with another font and third slide with third font and I will go to that class and I will go to the two extreme corners of that classroom and I will see whether I can see it. If an old man can see it, younger people can usually see it well. But ability to see is very, very important. Otherwise, half the thing is lost. So, in terms of, I will say in terms of lecture slides, the font is an important parameter. The contents of the slide is another important parameter. You know, we talk of a busy slide, means just too many things in that slide. That usually we feel that the information is complete that it becomes a distraction to many students. So, there are some thumb rules of course, but they vary greatly depending upon the topic that we are talking about. But usually three to five sentences per slide is the best. Sometimes when you are elaborating a technical theme and there could be lots of equations and diagrams and the slide will appear very full. That is justified. But please make sure that all your slides are not like that. Very often, and this is a mistake I made in my early years, I would write down my slides. Those days there were no, there were no PCs and things like that. So, we used to write our slides on plastic paper and prepare that. One advantage we found, I found at least, is that when everything is written there, then I am much better organized because I know exactly what step follows next and so on. So, instead of this small piece of paper in my hand, which I have to refer to, the slide itself becomes a reference. But what is convenient to me, might be inconvenient to the students in the following sense that they tend to see the entire developed theme in the slide the moment slide is projected. Whereas in the old style when I am using a blackboard, the whole theme is being developed, sentence by sentence, like I am writing here. So, what is coming next is not seen and therefore, you are able to concentrate on the point that is being made here. Even in these slides, it is possible to have a sense of development by using, let us say, the more popular PowerPoint in the following fashion. One is, you can prepare your slides, but there is a facility in PowerPoint by which only the sentence, which you are going to actually discuss will appear in both and other things will fade away. The third one is, if you want the other thing also to be kept as it is, and if you don't want to use these facilities, these are learned from my colleague Prasad, Mr. Joshi. So, what it is, suppose there is a slide with five sentences, he will actually make five slides, one with just the first sentence, second with first and second, third with first, second and third. As if you are giving an impression that you are developing it on board. It increases the amount of space occupied on the desk in storage of that particular slide set, but given the cost of the desk, that is not a worry at all. But it requires a little more gharagiri by us. The best way is to prepare one slide with all five sentences, copy it five times and delete one by one these sentences. It takes hardly two minutes, but it makes much more impression. The third thing is delivery. You must always have something to deliver which is outside the slide. And the worst example we learn from not only the best examples, but also from worst examples, there was an empty difference here. This happened many, many years ago, again when slides used to be hand written. And this fellow had prepared huge contents on each slide. This entire intact thing very well documented. But what he was doing is he put up the slide and will read the entire slide. So of course, I mean that reading is to emphasize that after one or two slides examiner, there was an extra examiner, interview examiner, me as an another internal examiner and chairman. And we were getting slightly bored when my colleague pointed out that, look, you need not read those slides, you know, we can read it. So he said, okay, so then put up the next slide and didn't say anything for about two minutes. And we were all wondering then he says, finish, sir. Now that is the first kind of delivery that you get as well. If I didn't find anyone. So of course, he did not realize what he was doing. He was just trying to present his case. He said, you don't want me to read it, you want to read it yourself, fine, go ahead and read it. But the purpose of teaching is not that, okay. The purpose of any delivery is to kindle the thinking process amongst the students. So therefore, the best way is to have some time. The extreme I have seen on a beautifully delivered lecture by the Japanese president of the Creative Commons who had come here last year when we launched the Creative Commons India who had slides, but each slide had just one word. One word, that's all. And I'll tell you, each of those words is etched in the memory of many people who heard that. It is like the example that I gave you of the board work. You know, independent of what you talk and what you write, but on the board what you write, if that is taken down by someone, then that acts as a refresh. The single word is a trigger. But that means the person must have taken massive efforts to identify that one word which will characterize the whole discussion for five minutes on that. Now, lectures is one thing. During the lectures, the interaction, we all know how to enforce that. You know, we'll ask some question to someone and so on. There is one problem of, about the interaction during the lectures and that problem is that the more who see fair as amongst other students tend to dominate the entire interaction. So there will be few people who will still have retained that boldness to ask questions or something who will dominate that discussion. It is then our duty to ensure that during the semester that we teach, there is no student who is left alone in this interaction in the class. This is one principle I have learned to follow that you can, you know, every day naturally some interaction will happen. Some people will of course ask questions more often and which is not by at all. Please understand that in any interaction, suppose I am attending your class and somebody else asks you a question and you answer that somebody else. I also benefit. I am listening to that question as well as to that answer. So to that extent it is okay. But it is important for you as a teacher to ensure that I also raise something. There are three composite aspects in this. First is that you are ensuring that every person participates. Second is when you force me to participate, I am seen by all of us and to that extent my participation enhances my own image in my own eyes. That oh teacher remember to ask me. Whether I was willing or prepared or not is a different question. The teacher remember me. I am not a negative entity in the teacher's mind. So this is very, very important because this is particularly important when our class sizes are large as madam was telling me. Hundred students in a class. Hundred students in a class, how do you handle the interaction? For the interaction, how do you handle the pace of the course? You know I was advised as a teacher that you should set the pace to the average of the class. Now this is a common sense approach because there will be some people who are fast learners, fast thinkers, there will be some slow, etc. But I was very uncomfortable so I drew the following graph. It is a very, very interesting, interesting graph. On one side is the ability to do hard work. On the other side is the grasp or speed with which people can understand and appreciate things. You agree that each individual will vary in the abilities? So typically you will find a whole lot of people in this range and there will be a lot of people in this range. There will be very few people in this range and there will be very few people in this range. You know there are very interesting reasons for this. This has to do with the human optimization process. So if I am a student who can solve things faster then I know that I am sharper than others, my grasp is very high. I will tend to do less work than others. So I don't need to. You know I can score marks, etc. with just that extra bit of time that I get in quickly solving. My grasp is so which in conventional terms means I am a duffer. Then I know that I will have to work harder. I will naturally put larger amount of work. So actually this time slide duffer or intelligent is a misnomer as I told you. My example of learning a foreign language at the age of 3 years I have not yet found a counter example to it. I have not yet found a counter example. So the fact remains that everybody can solve any complex problems except that I am done as a duffer because I have got only 47% marks or 50% marks or something somewhere and I am not scoring marks in quizzes where my other people are. They are all 10 minute quizzes. Nobody has ever told my teacher that when I go to real life and solve real life problems, no real life long term technology problem is required to be solved in 10 minutes or 3 hours. It is solved in 2 years, 3 years. So I have ample type if I have. But this is the graph. So I drew this graph and I said the students will be scattered across this graph. And my ambition obviously is to take every student from origin towards the other end. They will agree that this should be the ambition. Increase the ability to grasp of everybody so that people grasp faster and increase the ability of working harder for everyone. Take people in this corner. Unfortunately when I translated this hidayat given to me that you should address your pace of the course you should address to the average of the class. So I drew a special average on this graph. The hidayats have come somewhere here. Then I took this graph to my colleague professor and showed him and I said, I beg your pardon but it appears to me that by addressing to the average of the class I am actually addressing 0 students. There is nobody at that place. So I am neither addressing him nor addressing her nor addressing her nor addressing him. Nobody. I somehow feel that it is fair that I am addressing nobody in my class. After all I am supposed to teach my students. So he says yes you are right but then he says how do you solve this problem? So we actually thought then he came up by stating that that while the pace of the course should be as I just said to the average of the class such that largest number of people benefit maximally. However there is no substitute for interacting with every student some of the other. And typically the people who need to be challenged most by us what I have found in large classes are people in this region and people in this region. And they need to be handled differently. People in this region who are low in grasping need extra classes or extra tutorials. So for example in my large course whether it is a graduate course in modern information systems now or the undergraduate first course in programming we will have special tutorials on Saturdays. And these special tutorials will be of two parts. One will be special tutorials for the people who are so called laggards. You can easily find them when they get low marks in quizzes or tests you know that they need some better. So you give them extra examples you give them extra explanation so that you bring them on par in terms of understanding. To these people you need to give them exercises which will challenge their mind further. They are the ones who may become complacent because they are already performing well they are probably taking classes in the class and they have adjusted their life to the optimized level where they have to work this much and get a first position, second position, third position or something like that. But leaving them unchallenged will mean that they will not be able to produce to the best of their ability. So the interaction mechanism should be used to ensure that they work with them. So there will be a curious one and a half hour tutorial with this group on Saturday and there will be half an hour or one hour tutorial with this group and they are compulsory. They must come and attend. And here they will be given problems which they cannot solve. This is another thing which I have emphasized all throughout my life having learned this from another professor of mine a great late professor Mukherjee of electrical engineering department he actually gave a problem in his field scores which nobody could solve. So the students came to me unlike what she said I have actually an electrical engineering graduate and I am taking electrical engineering that those days there is not even computer science but specialization something. And I could not solve that problem so that student and I both went to let Professor Kessy Mukherjee and showed him that paper says sir we can't figure out this answer. So he had a large laugh he says so you can't make out. Then he asked himself what is the solution he said I don't know. I asked him sir I beg your pardon he says look this is part of an unsolved research problem for last eight years. But this batch was so good I thought somebody will solve this problem. Now in most circuit chances students will take a lecture to rest and say we are saying outside the syllabus question asked in the exam. But this student of mine went back to his hostel H4 collected all his batch mates and they had a milkshake party that evening celebrating what? The great person Mukherjee thought that that batch was catered for solving an unsolved research problem. So they had a milkshake party you know that is the honour and respect that is given to solving unsolved problem. So this is another theory not theory I would say a conjecture that I have formed it's called Phataks conjecture again I have not found a counter to this this conjecture says something like this solving ten simple problems successfully will give you a lot of joy but no significant addition to knowledge. Attempting to solve ten very difficult problems not getting anyone at all successfully will give you a lot of frustration but great increase in your knowledge. This is the Phataks conjecture if anybody finds a counter proof I shall be very glad to have that I have not found one and I keep struggling I keep struggling to find that our conventional examination system does not permit us to do such kind of experiment but what prevents us from doing this experiment interactively with students if not with all at least with chosen students at this end so do that interaction with the chosen students here and simply put up those questions on the notice board for all others who are interested in solving I remember in one place in a small place I think Mansoor was it Mansoor or some college in Rajasthan there was a group of students encouraged by two faculty members who have formed a club of solving difficult problems so somebody will pose a problem then the people will solve it then they will submit their solution then they will have a discussion around that imagine who is here with us and nothing to do with the domain also problem could be in any domain wonderful idea this requires merely some interaction now the point is for that interaction we as teachers should be proactively leading the effort to expect students to take the lead is not very easy same thing if you take for example tutorials setting up tutorial problems is not easy at all setting up tutorial problems which will force students to think is still more difficult so I would suggest set of graded problems graded problems means graded in difficulty so little easy problems which will simply indicate the application of simple knowledge that they have gained in the class then something else which will ask them to apply their mind and so on increasing in complexity of the assignments if and when we give assignments the assignments are often mass copied and submitted because we rarely get time to correct those assignments now that is a problem because correcting 100 assignments 100 different assignments is not very easy here again we do not punish plagiarism correctly and sufficiently in other courses for example we often announce that if an assignment and if it is found to be copied an M grade will be awarded in the course immediately there is no question of you are following that course further in spite of this warning every year I am required to fail at least one or two students even in IIT just on this count I feel really bad about it but I fail them because there is no choice do we take such harsh measures on copying we don't increasing people are increasing copying copying is like tuition students want to maximize their gains if they cannot understand something easily they will go and take tuition or they will go and attend coaching classes similarly if they have to submit some assignment and they have no time they will copy they will not copy if the punishment is too harsh okay it is like purchasing tickets for religion if the punishment is 10 rupees fine you know there is also an insurance agency I am told in Dombili at least 20 years ago it used to be like that that people are incurring not to purchase railway passes but to get the passes from this insurance agency at half the price if they are caught they are supposed to pay the fine and the fine will be the inverse by that the wonderful thing without doing anything they were actually making money statistic so there are people okay who will pay only if they are caught not otherwise now if the punishment for getting caught is so harsh that it actually are deterrent for not doing something it will work so they are something that you have to decide on your own but this is an excellent opportunity assignment particularly group assignments and group projects I had once some some students in Goa University had gone on strike and the strike had just ended and let me I was involved in setting up their MCA program so I had gone there and I was talking to them why are you doing that he says sir classes are not conducted teachers are not appointed so I said so you went on strike three days strike so you lost three days from before those three days how much efforts had you taken so what do you mean how much effort had you taken so did you work 24 hours did you study books on your own did you study so I tried to solve problems on your own I said does the vice chancellor come in your way if you want to work in the evenings you take your laboratories how many of our laboratories work 24 hours practically none why because there is a rule book which says you must have a staff member in the law I have gone for one year to set up the computer science department in Mahalma matter at GSIT I was also told that you cannot keep the law open till there is a staff member there I said it's a fancy rule my labs are always open here you know the rule that we follow here if a single student wants to work for ten minutes at night two o'clock then he or she should be able to work if he or she cannot work then there is something wrong with our system we change our system so I tried some experiment we said students will manage the lab know how something is stolen from the lab who will be responsible as if the staff member who are being present or the things or something like that so I appointed two staff members on what you call contingency labs daily wages and because they were on daily wages they were willing to come on Saturday Saturday because they were great wages there also and I appointed them on shift duty not during office hours at all only after office hours they were duty staff their instructions open the lab and keep sitting there and don't interfere with whatever students do and students run the lab they run it perfectly well I understand even today some of the labs in Indore are run like that but not all what prevents us from doing this kind of experiment to increase interaction but this requires that I should make myself physically present during at least some of the evenings and some of the nights it is difficult because you will not find many math attacks or Isaacs or something like that but it is possible to create this composite madness in the group of faculty members in a department I agree so we actually took turns some of them come on Monday nights some of them come on Tuesday nights some of them come on Wednesday nights till the practice was inculcated by students and what a great opportunity of interaction you know when you talk to these students in the night no pressure of time table you realize so much happens during that interval it is possible to increase the use of our existing laboratories enormously by incorporating final year students to manage the labs we don't believe in them we suspect that there will be some something will happen but if at all we can believe in other staff members there is no reason why we can't believe in students we have to take the responsibility so I would suggest that this interaction effectively means that I will have to actually increase the interaction by some innovative methods and I must stop cribbing about the system system rules regulations will always be there we did many times private management of engineering colleges it is well known that the purpose of many of the private management is actually to run the education of the business which is contrary to expectations from the educational sector but that's it we cannot forget that because of that the country has created 2,000 engineering colleges where some very well deserving students are getting admission to engineering program which otherwise they would not have won so to that extent this situation has helped but I do not know of any management private or public which comes in the way of a teacher if a teacher says I will come on Saturday Sunday or I will come in the evening and engage students if students are interested they cite the rules let us not over do the citing of the rules to say that they come in the way I don't think they come in the way our own initiative or lack of it might come in the way so my suggestion is please increase the interaction through lectures through tutorials, through assignments and group projects, through these special sessions as I said special courses it is not uncommon in IIT that when a new course is born it is typically born by a previous offering as a non-credit course my own course in modern information system for non-CA students came out as a Saturday course non-credit course 50 students took that course from various disciplines we ran this course for one semester no degree, no certificate, no nothing but at the end of that semester I could make a proposal for an elective course which is now popular electives in the institute so such initiatives will help us also, will help students also and you can try your own innovations, the other problem is even if such innovations are tried we fail to circulate such innovation amongst the entire teaching community for example what he is doing in his college is not known to her, what she is doing in her college and so on that is one reason why we believe that interaction through web could be useful where we interact with each other also to find out what innovative things are happening maybe some of us will be encouraged to take that interaction to the next higher level final year project is an extraordinary opportunity to interact unfortunately there are so many final year projects, you take 100 students take my field of complete science typically 100 students, first of all there is no notion of a Indonesia doing a project 100 projects cannot be handled by any college it is a group project, so typically 3, 4, 5 students will form a group still there are 25 projects are there 25 faculty members in computer science department in any college no, there are probably 2 and half or 3 or 4 or 5 and they are inundated with the load as a result there is very little interaction that is happening the innovation that can be tried is to involve industry get industry professionals to work as professional co-guides for the projects, you will get sponsorship for the projects, you will get somebody to participate in that some of your load will be shared but projects are the best opportunity to really advance the knowledge of you individually as teachers of the students of the institution at Vaishan college in Soilapur when I was gone their mechanical engineering laboratories were constructed through final year projects of mechanical engineering students in batch after batch so batches were given projects you know construct this experiment that is your final year project money was put in by the institution but all the design and fabrication everything was done by the students in 3 years they are a fantastic lot we can do such innovation thing now this innovation cannot come without interaction and this interaction is something which goes much beyond your course or class kind of interaction in this interaction I will say there are some fundamentals I am not telling that these are all the fundamentals because as I said at the beginning most of the fundamentals have been addressed at two levels one you would have discovered them as teachers yourself you know exactly what are the possibilities and what are the limitations two in this very course I think various teachers who have interacted with you various colleagues who have interacted with you would have indicated a variety of ways of interaction I don't know that professor Gadri had a chance to speak to them where he had taken students 90 students and given them you know a seminar assignment so they had to prepare and then they had to give a seminar okay they are forced to make a presentation and then after that first presentation in the course projects by the way each course project in my course are any courses course on database or course on network in the course project the evaluation comprises of the submission as there is a presentation by then and the presentation is squeezed by everybody else and it's a actually a phenomenal experience because all other students want to prove that this presentation is not good the kind of question they ask we can't even imagine sometime it's a beautiful experiment where to spend a lot of time in doing that so apart from all the things that you would have already discovered or you would have already interacted with my other colleagues and found out I thought I will just mention a few things which I consider as very fundamental in any fundamentals I will say on interaction first of all the objective must be clear this is a subtle point but I would like to make it nevertheless many times in our interaction with students including in our lectures we are tempted to show off how much we know the natural because we already know so much but I think the fundamental objective of a teacher is not to show off one's own knowledge but to encourage others to increase their knowledge now this is a very difficult boundary because when the temptation to show off arises it is not a constant thing it will arise momentarily when I ask a question to a student am I asking the question to make that student think or am I asking the question to the class because I know nobody knows the answer so I can later show off the answer it is exactly of the temptation as some of you who do consulting for example would know in one of the seminars here which I was asked to call chair on fundraising people were asking about fundraising consultancy and sponsored research and so on on the consultancy projects I had said the following from my own experience and experience of others it is possible to do a whole lot of consultancy projects in a whole lot of academics but there are two possible ways of looking at the interaction one I can do a whole lot of consultancy such that I get very real life critical problems helped by academics there is one way the other is I can give my entire academic such that I get more and more consultancy projects you understand the subtle difference between the two and there is a very thin line dividing the two and no amount of rules regulations etc can safeguard that you are on the right side of the thin line it is a perpetual exercise in self discipline I have been doing it many of my colleagues have done it you must not accept any assignment unless it has meaningfully to your academics either a new research problem or some sponsored problem or some hard problem unless you are getting it it is so now this is a thin line exactly like the same way this is also a thin line because by the very nature of our profession we are required to show off our knowledge we are not showing it off we are passing down to people that purpose behind that should not be to show off the purpose is to make others increase their knowledge so if you can consider this to be a fundamental aspect that I must guard against this and this is not a one time guard this has to be a perpetual guard because in our life you know the variations that moment will occur these are the things that we call temptation when you say people copy they are copying where they are tempted to copy because the indigestion is lax or something like so this is one the second when students miss me away we catch them sometimes we have to punish them whatever but the fundamental aspect in our interaction with student must be compassion I call it forget and forgive this mistake in our interaction that we can make is that we have punished a student for copying given him a fair guard and we remember it perpetually for rest of that student's life that he has given a fair guard because he copied he is a chore, he is a thief we help branding him or her as a thief for rest of his or her life and last but not the least addressing the individual I was asked by one colleague you know used to be very heavy coursework and things like that I was told with a class of 100 you know that only 5 or 6 people will do something extraordinary so why are you making everybody's life miserable why are you chewing up everybody why are you giving so much exercise and I said yes you are right only 5 or 6 people will do something extraordinary but I don't know which 5 so I had to assume that each one of the 100 and I believe that while those 5 or 6 will do something extraordinary not because of me but perhaps in spite of me perhaps others may be helped to achieve something extraordinary so that is why addressing every individual and finding out the individuals for these kind of very specific interaction because you know the students that we get have amazing talent it is most often torment because we see their talent only through our exam and interaction through the official work whether you would see some other talent like in music or like in debating or like in drama during other events and you will say oh my god I never believed this fellow could do something such a fantastic as I mentioned about the Techfest and the Mood Indigo I have got another specimen to show you this may be able to see this briefly it says the dream team Techfest has been a technical festival that we have been conducting for a long time in 1998 meaning this team started working in 1997 that was the time when I was working on setting up the school of IT one of the ambitions was to increase the entrepreneurship spirit Techfest by the way is not a small team like this Techfest is organized by something like 250 students but this small team came up with my colleague Prasad Chandorkar who is here this is yours truly and there are other students the idea was to create some kind of a business plan competition that only high IM's and other institutions used to have it till then but the difference the business plan around development of the new technology or product so business plan around technology innovation and this program was called Eureka this Eureka was set up by this dream team I very proudly carry this photograph with me the amount of time I and Prasad Chandorkar have spent with these kids in the late nights is enormous planning thinking of writing to various people collecting things, collecting judges awarding, identifying this was the kernel of our business incubation activity which Retro Bomb came to fusion in the school of IT first and today we have this society for innovation and entrepreneurship of course a lot more people have worked on creating that sign structure and it is considered one of the best incubators in the world today not only the best in the country but the seeds of that great thing were in this dream team all these students of course have passed out I mean 1998 so almost 9 years they are all at various places but they all fondly remember that interaction and what I am pointing out is not just interaction for the sake of itself to the institute itself it has created such enormous thing of great value while we might have taken it for another might have worked but the kernel was in the enormous work that these kids did such is the power of interaction friends there is no there is nothing that we cannot do with this I would only like to submit in conclusion that the interaction with students should not be considered either as a supplement or as an addendum to the educational process I think interaction should be considered central to the educational process itself why we have to state this empathetically is that given the situation on ground when I come back to 100 students in a class it is the time to interact my first course I attended in management of research and development one professor Anand from IIM had conducted that extraordinary professor he spent a considerable amount of time in memorizing the names of each individual attendee there were about 25 teachers some young some old were attending that and I used to wonder how this man addresses each individual person by name and I realized that I feel very nice then he says father do you have something to say or that father do you have something to say or somebody you have something why I felt nice is because I felt being individually addressed when I approached him in one of the evenings he said sir we have a fantastic memory you can remember everybody's name then he says professor my memory is as good as anybody else's memorizing the names in many schools of management you will find that attendees in a exhibit development program will have their name batches why because the speaker generally addresses every individual by name we have not developed that study so what happens you know for us every student becomes part of the statistics and statistics as we all know is a great science it applies to any individual it applies only to the group so my I tried to do that by the way but I failed miserably I used to mug up these 300 names in the class every year I succeeded in remembering some names but then I started calling fellow by wrong names and so on so I stopped doing that it can be perfect it may take some type my colleague professor Shankar used to do that but he would remember every student whom he has ever thought by his world number name and also marks that he scored and when he would come here after 10 years with his wife and some kids proudly showing them IIT Professor Shankar would actually greet him by calling him by name he will feel very elated he will introduce his wife unfortunately while passing Shankar said by the way you score only 53 marks in my course which was I think completely unnecessary that was showing off showing off that I can't remember anyway jokes apart I think it is a extremely good idea to remember this that addressing the individual should be part and parcel of our educational process and no matter how big is the class all that it means is that we cannot constantly address every individual but if during the year or during the semester which is a semester long course within 3 months and I whatever 30-40 lectures if in 40 lectures madam if I have failed to address every individual at least once then I would think that there is something lacking in my effort only thing is why you must do it consciously it must appear to be spontaneous then only there is a value you can't say you know you have learned something like that I remember from my GSITS great professor of mathematics whose lectures used to be very drab very drab, very uninteresting and one day he came to the class and he started writing a theorem then he suddenly stopped and looked at us he says now I will tell you a joke so that itself is a joke so everybody became attentive so he says a cow has 4 legs a turtle has 4 legs now we will prove this theorem so we just could not figure out then we understood that the joke was over and we were wondering why they have in this great professor of mathematics why did they think of doing that in some other later context while participating in a inter-college drama and debate competition another professor of English who were telling himself this funny thing happened we couldn't figure out he started laughing he says oh the professor had come to me asking me why students are not interested in his classes so we told him that he should perhaps try telling them some jokes and that is how this has happened so jokes told mechanically or interaction done in a very mechanical fashion is not an interaction it is the lesson that we learn the professor see some of us this again whatever I might try I may not fundamentally become a different person than what I am that is my limitation that I should try to use my own strength by learning from whatever strengths I can and this again you know should re-emphasize what I said earlier no teacher would ever like to be called a bad teacher no teacher goes to a class with that intention every teacher wants to put the best foot forward some students may like some teachers because of the flamboyant nature of their work but let me tell you students will always respect hard work always respect genuine ethics and always respect compassion no matter what you are and these things do not require great technical strengths or oratory skills these things come from her as long as you can get them out and to the students you have won the battle thank you so much I think I will stop here at this stage