Thread: Note taking...

I think I figured it out! I am always frustrated at the *lack* of note taking I have seen in my students over the last 4 years or so. Before that, at least a few in each class took copious notes. Now, even my former note takers aren't taking notes. I just got 3 emails requesting the music information I talked about last week & one asking about a move. I have become my student's email notebook!

But now, what to do about it? Do I just stop answering emails? I already have scratch paper available at class, along with my class outline, which seems like prime real estate for note taking. Do I write an article for my website on 10 habits for the serious student? I don't *really* have time for this enabling behavior & need to get these non-notetakers back in line. Or do I just resign myself to the modern age of expecting everything on a silver electronic platter? Aaaarrrgggh.

Post an article. That will give them a nice, un-subtle but not rude hint. If they don't stop after than, well then you'll have to tell them, "I won't e-mail you notes, you'll have to take notes in class which I already provide material for."

What kinds of notes do you want your students to take? Names of singers and songs? Historical information? Choreographies? I don't think it is too much for a teacher to send students information via e-mail regarding music that was used in class, or links to source material regarding background/historical data--or even printing a few handouts for students who don't have e-mail. (If you make an effort and they lose it or throw it out, then say, "too bad" with a clear conscience.)

When I teach, I like to provide my own choreography notes for students (it helps ensure I teach what I think I'm teaching), but I don't take many notes myself in others' classes or at workshops. I find I can't decipher them later, so writing things down is a waste of time. It just distracts me while the class rolls on without me. AFAIC, note taking is the province of lectures, not movement activities. I have no problem taking copious notes when someone is presenting a discourse on some subject, but I can't dance and write at the same time and I resent it when I'm expected to.

As far as students wanting "everything on a silver electronic platter," yes. I don't want to live in the last century where I had to keep track of a paper filing system. Being able to electronically search for information is a great improvement over how it used to be done. If I'm given the choice between a paper handout and an e-mail of the same file, I will take the e-mail every time.

I think if some of the students are only interested in a fitness class, they won't be so predisposed to taking notes. I don't always take notes but, not to sound like I am bragging, I have an exceptional memory and anything bellydance related usually stands out head and shoulders in my head.

Originally Posted by Lara L

I think I figured it out! I am always frustrated at the *lack* of note taking I have seen in my students over the last 4 years or so. Before that, at least a few in each class took copious notes. Now, even my former note takers aren't taking notes. I just got 3 emails requesting the music information I talked about last week & one asking about a move. I have become my student's email notebook!

But now, what to do about it? Do I just stop answering emails? I already have scratch paper available at class, along with my class outline, which seems like prime real estate for note taking. Do I write an article for my website on 10 habits for the serious student? I don't *really* have time for this enabling behavior & need to get these non-notetakers back in line. Or do I just resign myself to the modern age of expecting everything on a silver electronic platter? Aaaarrrgggh.

I SO feel your pain! I have a lot of younger students who are of a generation where information just comes to them, at the touch of a keypad of some form. The actual concept of putting pen to paper is simply archaic. It seems like a LOT more work than typing in a url or sending an email to get the info they need. So I explain at the beginning of every session that my philosophy is NOT to provide specific info like choreography notes, written combos, etc. (I do provide one three-page handout discussing general info about the class, the music I use etc. ) It is a scientific fact that if you write something down, you WILL remember it better than if someone hands it to you already written out. I simply tell students they are adults and are expected to take responsibility for their own learning.

I have found some success by stopping the class for a "water break" and mention that now would be a good time to jot down some notes. And when teaching a choreography, I always give them time to write stuff down, so they don't feel like class is moving on without them. Its worked pretty well so far...but you can only bring a horse to water, you know?

Originally Posted by elljay

I SO feel your pain! I have a lot of younger students who are of a generation where information just comes to them, at the touch of a keypad of some form. The actual concept of putting pen to paper is simply archaic. It seems like a LOT more work than typing in a url or sending an email to get the info they need.

It isn't just a matter of note taking being more work and students being lazy. Transmitting information electronically is more accurate. If you are conveying information that is related to web content (e.g., YouTube links you want them to watch) or in the form of transliterated Arabic (e.g., song names or singers), it makes sense to give that information to students directly, rather than hoping that they can write it down properly. For students who are not familiar with Arabic script (which is just about all of them), transliterated Arabic seems almost random, and as the teacher, it is part of your job to tell them that Umm Kulthum and Oum Kalsoum are the same person, not their job to figure it out on their own.

It is a scientific fact that if you write something down, you WILL remember it better than if someone hands it to you already written out. I simply tell students they are adults and are expected to take responsibility for their own learning.

I suspect this only refers to the situation where you've accrued a common understanding, and don't get bogged down in nomenclature and transcription systems. Dancers who are trained by teachers with rigid naming systems for their moves can probably notate that teacher's choreography well, but many teachers don't work that way. I imagine that these same students wouldn't create notes that are any more useful than what would be handed to them when they go to workshops with instructors who use different conventions from their regular teachers, or instructors who use no names at all and teach by "follow the bouncing butt."

Has someone developed a specialized/extended Labanotation system for MED that would standardize things?

not a notation system, but FWIW, here's what works for me. i always take pencil paper and camera to workshops. don't use it so much in class, i'm generally able to write down info i want to remember afterwards, but workshops, so much info is THROWN at you lol, that if you don't write it down... i generally scribble it down at the time, then later (that evening, or during a long break) take the time to write it down, with doodles if must, clearly enough so i'll understand it later, when it won't be so fresh in mind. but sometimes, with long combos / choreos and such, it's also a great help to film to teacher doing it, it makes the notes taken So much more clear ^^

Originally Posted by Kathiya

i generally scribble it down at the time, then later (that evening, or during a long break) take the time to write it down, with doodles if must, clearly enough so i'll understand it later, when it won't be so fresh in mind. but sometimes, with long combos / choreos and such, it's also a great help to film to teacher doing it, it makes the notes taken So much more clear ^^

Notes are practically useless to me, but I can reconstruct a workshop choreography from video much better. Actually, I would love it if a teacher provided a film of herself doing the routine as part of the workshop package, but the last few choreo workshops I've been to, the teacher has explicitly refused to be filmed dancing what was taught. Usually, they say they will play the music one last time at the end of the session so you can film your friends doing the routine, but that's about it. I did go to one workshop where the teacher uploaded a video of herself doing the choreography on YouTube afterward, but that was a rare exception.

I can see why they balk at it, though. If the choreography is out there for free, why should you pay to take the class? You can send one person from your studio and then teach the rest from the video and send the link on to your friends out of town and they could share it and so on.... Under the old system, you couldn't poach the material past the local scene, but with YouTube, you could completely decimate that teacher's market for teaching the piece.

i've never had anyone say i couldn't film (i always ask before doing so). sometimes the teacher asks not be be filmed directly (so film the students doing the choreo instead -- it's good enough to help you remember the details, and within the group there's bound to be at least one person doing it right ^^), or most teachers specify that they don't want us to post the vid on internet, but as long as you respect their wishes i've never had anyone say i couldn't film at all.

Could you take the last 5 minutes of the class for review/notes? Just a quick "Ok, here's what we covered and what I want you to take away. Grab your notebooks!"

I took a workshop a few years ago that ended with 10 or 15 minutes of review & note-taking, and it made a huge difference. I retained more material from that workshop than any other that I can remember.

Besides making it clear that you expect them to take notes, that’s just good communication/teaching. Ending an instructional “chunk” with a summary helps cement the learning. You see that at the end of textbook chapters all the time.


I think the reason that format worked so well is that it takes the best parts of giving students pre-printed handouts making them take notes on their own:

- It's less work for you than pre-printed notes

- Forcing the students to take the notes themselves is good for the learning process. Formulating their thoughts and putting it in their own words (or diagrams) and recording that information helps them internalize it better than just reading something. I do best if I write it out on paper, but some of your students would probably get as much out of typing it into their iPhones.

- Since you’d be guiding the review, you can make sure they don’t miss anything. (Which they might if they took notes on their own)

Originally Posted by Tourbeau

What kinds of notes do you want your students to take? Names of singers and songs? Historical information? Choreographies? I don't think it is too much for a teacher to send students information via e-mail regarding music that was used in class, or links to source material regarding background/historical data--or even printing a few handouts for students who don't have e-mail. (If you make an effort and they lose it or throw it out, then say, "too bad" with a clear conscience.)

When I teach, I like to provide my own choreography notes for students (it helps ensure I teach what I think I'm teaching), but I don't take many notes myself in others' classes or at workshops. I find I can't decipher them later, so writing things down is a waste of time. It just distracts me while the class rolls on without me. AFAIC, note taking is the province of lectures, not movement activities. I have no problem taking copious notes when someone is presenting a discourse on some subject, but I can't dance and write at the same time and I resent it when I'm expected to.

As far as students wanting "everything on a silver electronic platter," yes. I don't want to live in the last century where I had to keep track of a paper filing system. Being able to electronically search for information is a great improvement over how it used to be done. If I'm given the choice between a paper handout and an e-mail of the same file, I will take the e-mail every time.

So... what I already do- I have ADD & need my own notes to stay focused- I already have historical notes, notes on songs & musicians I recommend or will be using & a general class outline printed out on the first day of class and available for email- I also have a lovely assistant who notates choreography for me and emails it to the class. that's easy enough, just click on a prewritten email & that's not what I have a problem with- it's the folks in the Saturday class who, on Wednesday, want me to write a description of the move we did in class because they can't remember, or who asked about a specific song during class and thought they could remember it all the way home, or asked some other specific question during class- which I love that they ask & want to dig in more deeply, but if you want to know & I have note taking materials sitting right there, why don't you write it down???

Originally Posted by jmdruadh

Could you take the last 5 minutes of the class for review/notes? Just a quick "Ok, here's what we covered and what I want you to take away. Grab your notebooks!"

I took a workshop a few years ago that ended with 10 or 15 minutes of review & note-taking, and it made a huge difference. I retained more material from that workshop than any other that I can remember.

Besides making it clear that you expect them to take notes, that’s just good communication/teaching. Ending an instructional “chunk” with a summary helps cement the learning. You see that at the end of textbook chapters all the time.


I think the reason that format worked so well is that it takes the best parts of giving students pre-printed handouts making them take notes on their own:

- It's less work for you than pre-printed notes

- Forcing the students to take the notes themselves is good for the learning process. Formulating their thoughts and putting it in their own words (or diagrams) and recording that information helps them internalize it better than just reading something. I do best if I write it out on paper, but some of your students would probably get as much out of typing it into their iPhones.

- Since you’d be guiding the review, you can make sure they don’t miss anything. (Which they might if they took notes on their own)

I think I will try just adding the phrase 'get your notebooks out'- maybe just be more obvious that our 5 minute chat at the end of class is the appropriate time to take notes. Morocco and Aziza both make clear from the beginning that there will be a time for taking notes periodically during their workshops, which I, too, have found helpful...
& I think I'll put a few more of my pre-written 'hand outs' on my web page as articles...

Thanks to all who have responded! much to think on & good points all 'round. I do still think having printed & handwritten notes works better for a lot of students (myself included!)-I like having things on disk for easy access, but entering my own notes on my computer for digital retrieval later forces me to think about what I have learned.

I am a very serious note-taker in workshops (in fact, I tend to overdo it), and I just plain can't remember choreography without notes, even combinations or moves are a serious problem unless I have something on paper, my memory is bad. For me, class handouts, esp. for choreographies are crucial - and I am one of the students who has referred back to the original coffee-stained handout of the very first choreorgraphy I ever learned years later. I scribble on my handouts and keep a notepad handy.

However, note-taking seems to work a lot better in workshops than in regular classes. Stepping aside for taking notes, or keeping my pen and notepad next to me (creating a stumbling hazard) is not exactly popular with my classmates, and it seems more acceptable behavior in a workshop.

I was at a weeklong recently, and the instructor had prepared very extensive notes of moves and combinations - I LOVE it! I scribbled on these notes somewhat, but for the most part, didn't even have to, I "got it" from the handout. I have photocopied these notes (so that I can keep the originals in a safe place), and I regularly go back to them. These notes are more complete than what I could have written, they are organized in a way that the instructor intended; for me, they are worth their weight in gold.

I think there is a distinction between having a class discussion with someone like Morocco, who can expound off the top of her head in a very detailed and academic manner (and you'd want to take notes on what she is saying, lest you forget it), versus a teacher of lesser reputation who is basically reading her page of notes to the class. If you're reading off notes, then why shouldn't you just distribute the information, rather than expect students to transcribe it? If you word-processed that file, then it isn't really any expense for you to e-mail it to your students--unless you are hesitant to put information out there for other reasons. Unfortunately, I can't come up with any reasons why a teacher would be reluctant that don't find fault in our own house.

The first reason that comes to mind is that a teacher might be afraid that the information they are teaching is wrong, and it would be embarrassing to be caught with your ignorance on paper. I don't know you, this isn't a personal attack, and I am thinking of a prominent dancer whom I recently took a workshop with who was mispronouncing (really BADLY mispronouncing) Arabic words left and right. (I've had two quarters of Arabic instruction--if I can catch your mistakes, they're pretty glaring.) If you're not confident enough to put your information down on paper, maybe you ought not to be teaching it--which doesn't mean you're useless as a teacher or not qualified to teach some other facet, but seriously....

The other reason that jumps out at me is that the dance community as a whole doesn't respect the integrity of others' work. Yes, you are absolutely right. Why should you make up handouts when some six-week wonder in your class is going to turn around, get her own teaching gig, and pass off your work as her own? Why should you make educational material available for your students online when they're going to share it with other dancers who aren't paying for your classes? Why is there a pathological lack of respect within the dance community that makes so many teachers hesitant to share what they know with their students? Why are so many students incapable of giving their teachers sincere respect? An educational system needs integrity to thrive.

Originally Posted by Tourbeau

... If you're reading off notes, then why shouldn't you just distribute the information, rather than expect students to transcribe it? If you word-processed that file, then it isn't really any expense for you to e-mail it to your students--unless you are hesitant to put information out there for other reasons ...

The first reason that comes to mind is that a teacher might be afraid that the information they are teaching is wrong....

The other reason that jumps out at me is that the dance community as a whole doesn't respect the integrity of others' work ... Why are so many students incapable of giving their teachers sincere respect? An educational system needs integrity to thrive.

well- my notes might not be too helpful for students as what I am reading off of is more of a prompt so I don't leave things out- how helpful is it for to have a paper with something like "Egyptian- other styles" on it. That can launch me on a full blown lecture but leave a student going "huh?" unless they elaborate on the notes. What notes I do have more elaborated, along with my outlines, I do hand out. It's not lack of info, I simply don't have time right now to write that text book!

honestly, as a student it bothers me when teachers bring something they wrote and take the time to read it word for word to the class. If you have a hand out for students to read, just let me read the darn thing- talk about it is you want to elaborate, but I *can* read.

My personal files & notes constitute reams & reams of personal observations, conversation summaries, copies of articles I have picked up here & there, etc- no WAY am I handing all that out- that would be serious overload for most of my students!

I do have references to articles, websites & suggested reading along with my recommended reading on my beginning of class hand outs. The other thing that bothers me is folks who take the hand outs & then ask for the information 3 weeks later- I know those hand outs when straight to the circular file or got lost in the car... another reason I am planning on putting some of them on the website... I'm willing to print it for you once, after that, check the website! Now I just have to do it so I can say that ,r:;

As far as integrity- I really appreciate the folks who have given me permission to use their materials in class- always with a note on where it came from, just like in class I might say "& I picked this up at so&so's workshop/class etc"- I would rather have folks photocopy my work with my name on it, properly attributed, but I haven't had the time to just write that text book... I *want* my students to pass on this information, & reviewing my teachers notes did help me develop my own curriculum, but yes, we need to put a lot more emphasis on attributing things properly & giving credit where due!

I've never been to a class that was conducive to notetaking. At most of the classes I go to, there wouldn't be a convenient place to keep notebooks, pens, etc. while dancing. In one class, the instructor makes it clear she doesn't want our stuff in the dance area. Either stuff is stored in a closet or outer waiting area, in which case it would be disruptive to the class to be continually getting one's notebook. At another class, there are cubbyholes for shoes, a coatrack, and a counter (where the cd player is--the counter might be a logical place to keep a notebook for making notes during class pauses, but that's usually when the instructor is there changing the music). Otherwise, but otherwise, it's all dance space.

Nor do my instructors pause to allow notetaking, other than pauses to change music, and these are sometimes very brief. So, it would not only be disruptive to others, but it would mean missing drilling a concept, learning a new move or variation or layer, etc., to stop and take notes.

I assume that if my instructors wanted us to take notes, they would structure their instruction to allow for that, and notebooks/pens would be in the list of "What to bring to class," that is usually posted on the website or in the registration brochure. Since these aren't listed, notetaking does not seem to be expected or even encouraged in the classes I attend.

I do keep a binder filled with all the lovely, helpful handouts some instructors give. And I do keep notepaper in it and try to jot stuff down either right after class or as soon as I get home, but even by then, I have trouble remembering sometimes.

I'd be happy to take notes during class if my classes were more conducive to that.

I don't expect my students to take too many notes, I do suggest they bring a notebook to take them though. Some do and some don't. I always have the choreographies written in detail for them and give both a hard copy and send them an email attachment of it. They sometimes write their own notes on those, which is fine and I give them time to do this. Some people need everything written down for them, I will do some of it but the rest is up to them. If there is something that I really want them to learn or know I will usually talk about it and then send them an email about it also. That doesn't happen to often. I just don't expect them to all have the passion for it that I do. I do take notes in classes and workshops, but that is me and I want to know everything, my students just want to have fun once a week.

I guess what really started this whole little epiphany is that I used to have students take notes after class & during breaks- now I don't, but I spend at least an hour a week responding to emails on topics we talked about in class but weren't on the hand outs (since I can't forsee *every* tangent that will come up on any given week!)
If they are on the computer enough to email me all the time, I may as well put the frequently asked details on the web & will gently suggest using the provided note paper during class.

Lara L - at least you have the problem of your students being interested enough to ask for more information!

It seems to me from this discussion that individual teachers and students have varied approaches to note taking, probably reflective of their own preferred learning style. So one approach is not likely to satisfy everyone. I think, then, it makes sense for the teacher to clarify what she will provide, and what she expects the students to do, at the start of the course. It's all about managing expectations.

I believe that it's best to teach in your own way. That is, we should always try to improve our teaching styles, but I find it impossible to teach entirely as another person does, if it's not natural to me. So, for eg, if I'm the sort of anally retentive person who likes to write down all her choreos and teaching materials (yes!), then it makes sense to email that to students. But if I'm the sort of person who cannot describe my own choreo, or loathes writing it down, then I should tell my students they won't be getting notes, and they should take their own.

My personal line is that I will pretty much only email notes - no more print-outs. It saves the environment, and gives me an excuse to collect email addresses (good for marketing!). I can also upload articles onto my website, and provide links to useful info in my student manual or newsletter. I usually provide choreo notes because I want my students to learn it and practice at home, and will do everything I can to that end. I encourage them to make their own notations in class, but they rarely do.

Originally Posted by Tourbeau

Has someone developed a specialized/extended Labanotation system for MED that would standardize things?

Well, for Egyptian style - without trying to even compare myself to Laban and his work - I developed a short hand dance notation system that is effective, the EDA Dance Notation System (TM).

I developed this mainly because I got fed up of having to decipher my own horrendous handwritten notes after workshops or private lessons and frustrate about having lost information due to the stressed state the notes were taken in and thus not readable.

Now we use it in our dance academy and it has helped dancers memorize material easier and take notes with much greater ease and efficiency - which enables them to pay more attention to what information is being passed on.

DaVid

I haven't taken notes down in class but have of late tried to make a note after class because how can I honestly go home and practice what we covered on class when I can't remember what we did in class..c:: sometimes I do email and ask what the name of a cd is.

I feel it would interrupt the flow of the class if I kept running over to take notes.

Originally Posted by Tourbeau

Has someone developed a specialized/extended Labanotation system for MED that would standardize things?

This was discussed years ago on Bhuz. I come from a ballet background and notation was never something I personally got to grips with, but with ballet the parameters are well and truly set therefore notation makes sense particularly if you have 2 hours ballet to deal with. With bellydance it's too organic and intuitive to stick to strict notation. Otherwise it would have been done by now at least on a global scale. But I don't think for one wild woolly moment, the Egyptians will ever be arsed getting down to it. It works more as a personal system for remembering choreo, I feel.

Originally Posted by kharis_UK

This was discussed years ago on Bhuz. I come from a ballet background and notation was never something I personally got to grips with, but with ballet the parameters are well and truly set therefore notation makes sense particularly if you have 2 hours ballet to deal with. With bellydance it's too organic and intuitive to stick to strict notation. Otherwise it would have been done by now at least on a global scale. But I don't think for one wild woolly moment, the Egyptians will ever be arsed getting down to it. It works more as a personal system for remembering choreo, I feel.

I can understand that for improv dancers, having a system to transcribe choreography might be fairly useless to them. However, even if you dance primarily improv, I assume you occasionally come across a new move or combination you would like to remember but don't have time to drill extensively before forgetting. Personally, I had collected a folder full of unintelligible notes from workshops that I eventually just gave up on. I try to be Zen about it now--if I remember it or I can capture it on video, it was meant to be and if I don't, then maybe it wasn't "my move."

Nevertheless, the lack of a universally known and used system for annotating the dance means that a lot of information simply gets lost. We can be philosophical about it--how many people have done this dance for centuries without having anything documented or preserved? But wouldn't it have been a treasure if we could have saved that information?

Originally Posted by Tourbeau

I can understand that for improv dancers, having a system to transcribe choreography might be fairly useless to them. However, even if you dance primarily improv, I assume you occasionally come across a new move or combination you would like to remember but don't have time to drill extensively before forgetting. Personally, I had collected a folder full of unintelligible notes from workshops that I eventually just gave up on. I try to be Zen about it now--if I remember it or I can capture it on video, it was meant to be and if I don't, then maybe it wasn't "my move."

Nevertheless, the lack of a universally known and used system for annotating the dance means that a lot of information simply gets lost. We can be philosophical about it--how many people have done this dance for centuries without having anything documented or preserved? But wouldn't it have been a treasure if we could have saved that information?

I think the issue with notation is that not only do we not have a standard movement vocabulary, we don't have a standard way of executing movements.

There are a zillion variations of every belly dance movement. You can trace the same basic shape in space but get a completely different look depending on how much of the work is being done by which muscles.


The geek in me would love to figure out a system for describing all that. (I always thought that working out a system and then making a computer model that could belly dance would be an awesome PhD thesis. And maybe a Wii game: belly dance revolution, anybody?)

But, given the investment it would take to develop a system and for others to learn it, I doubt that it would be adopted widely enough to become a universal system.


Besides, now that it's cheap and easy to take video (even a lot of cell phones take video), we do have a way to record the majority of the information we need in order to preserve a composition. There are even tools for annotating and indexing video, so you can find the part you want quickly.

Anything we can't figure out from a decent video of a performance would have to be broken down by the dancer anyway, so why not just videotape the explanation?

(Although I could see a benefit in that it wouldn't matter what language you speak.)

Originally Posted by jmdruadh

I think the issue with notation is that not only do we not have a standard movement vocabulary, we don't have a standard way of executing movements.

Yes, but even if we could get to the point where we had some sort of base notation that you could augment with terms like "Egyptian Beledi Style" or "Lebanese Style" or "Nericcio ATS Style" it would be an improvement.

There are a zillion variations of every belly dance movement. You can trace the same basic shape in space but get a completely different look depending on how much of the work is being done by which muscles.

To say nothing of how the same move, done via the same muscular operations, looks different on different dancers based on their own unique skeletal mechanics...

The geek in me would love to figure out a system for describing all that. (I always thought that working out a system and then making a computer model that could belly dance would be an awesome PhD thesis. And maybe a Wii game: belly dance revolution, anybody?)

Great, thanks. Now I'm going to have nightmares about what sort of apocalyptic hell we'd be living in if, instead of just Six Week Wonders, a race of home-schooled Six-Hour-Wii Wonders were unleashed on the dance world. All I can say is I hope the Wardrobe of Justice has a brother who's an Entertainment Center.

Originally Posted by Tourbeau

Great, thanks. Now I'm going to have nightmares about what sort of apocalyptic hell we'd be living in if, instead of just Six Week Wonders, a race of home-schooled Six-Hour-Wii Wonders were unleashed on the dance world. All I can say is I hope the Wardrobe of Justice has a brother who's an Entertainment Center.

Originally Posted by straightleftknee

I feel it would interrupt the flow of the class if I kept running over to take notes.

Yeah this is an issue in one of my classes. I have an older lady, about 69 or 70 and she will take notes (good for her), however, she will stop the class and ask me "what was that?, how do you spell that?, and then we did what?" Most people are pretty patient, and she doesn't do it all the time. It does slow things down a bit, and yes I do take breaks for notes at times, but still it can get in the way and be a little frustrating. But heck, she is that old and taking class and doing well, and if she waited to take notes til after class she might forget things she wants to write down.

Originally Posted by bellydancewear

Yeah this is an issue in one of my classes. I have an older lady, about 69 or 70 and she will take notes (good for her), however, she will stop the class and ask me "what was that?, how do you spell that?, and then we did what?" Most people are pretty patient, and she doesn't do it all the time. It does slow things down a bit, and yes I do take breaks for notes at times, but still it can get in the way and be a little frustrating. But heck, she is that old and taking class and doing well, and if she waited to take notes til after class she might forget things she wants to write down.

I'm half her age and forget things now!..c::