- Act out Why Johnny Can't Add
- Talk about teaching music theory
- Lost students
- Learned the value of little lies
- ABCDEFG
- The staff
- Wholes and halfs
- Temperment
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<template> | |
<div> | |
<button class="mentor" @click="this.decrement">-</button> | |
<input class="number" :value="this.number" type="number" size="3" min="0"> | |
<button class="mentor" @click="this.increment">+</button> | |
</div> | |
</template> | |
<script> | |
export default { |
anti-patterns, people, assholes, dopes
Development is a minefield of big shots, jerks, and jamokes. How do you steer clear of the saps-- and make sure that you're not being one yourself? By learning the signs. From the Weekend Commando to the Pharisee, we'll learn how to spot 5 different development jabronis in the wild. Most importantly, you'll learn some tricks for being less of a mark-ass buster and more of an ace.
- Initialize a new repo with
git init
- Add
.env
andnode_modules
to your.gitignore
-
npm init
to start a new project - Install your production dependencies with
npm install -S express cors morgan dotenv body-parser knex pg
- Install your development dependencies with
npm install -D nodemon mocha supertest
-
touch index.js app.js
- Write an
app.js
file that initializes Express, uses thecors
,body-parser
, andmorgan
middleware, and exportsapp
as a module - Write 404 and 500 error handlers
3:22pm
+ Good job repeating the question for the video/remotes
+ Good job modeling good great git workflow!
+ I love your tasks for the students on the whiteboard ("How did the coder solve the problem? Did the coder get stuck? What did the coder do that I will now do?")
- ...BUT, they aren't objectives. Objectives are the way you want the students to be changed, not what you want them to do. Objectives for those might be "Identify 2 or more ways to solve programming problems", or "Commit to changing one coding behavior."
+ Doing a great job narrating your thought process
11:46
- You're typing on your computer instead of Milo typing on his- anything a student can do, a student should do
+ Good leading question: "We need to go from one thing to three things. How would we do that?"
+ "When does it change?" taking good opportunities to ask questions
- Don't touch a student's computer
- To make that lesson stick, Milo needs to have done something- Find ways for him to prove some of that variable assignment stuff himself, either through tests, node scripts, or in the browser REPL