\u00cd g\u00e6r var \u00e9g komin me\u00f0 sv\u00e6sna h\u00e1lsb\u00f3lgu, og varla talandi. \u00a0\u00de\u00e1 f\u00f3r \u00e9g a\u00f0 \u00edhuga hvort \u00e9g g\u00e6ti m\u00f6gulega fengi\u00f0 nemendurna til a\u00f0 tala um efni dagsins \u00ed dag. \u00a0\u00dea\u00f0 vildi svo heppilega til a\u00f0 \u00feegar \u00e9g ger\u00f0i upphaflega kennslu\u00e1\u00e6tlun \u00fe\u00e1 setti \u00e9g heldur l\u00edti\u00f0 efni \u00e1 \u00feessa dagsetningu (\u00e1n \u00feess a\u00f0 gera m\u00e9r grein fyrir \u00fev\u00ed \u00fe\u00e1).<\/p>\n
\u00c9g byrja\u00f0i t\u00edmann \u00e1 \u00fev\u00ed a\u00f0 kl\u00e1ra stutta umfj\u00f6llun um \u00fea\u00f0 sem \u00e9g haf\u00f0i skili\u00f0 eftir fr\u00e1 s\u00ed\u00f0asta t\u00edma (um 10 m\u00edn). \u00a0S\u00ed\u00f0an ba\u00f0st \u00e9g v\u00e6g\u00f0ar vegna raddarinnar, og skipti h\u00f3pnum (10 manns) \u00ed \u00ferj\u00e1 h\u00f3pa. \u00a0Gaf hverjum h\u00f3pi umr\u00e6\u00f0uefni, vildi a\u00f0 \u00feau veldu s\u00e9r ritara, presenter, gagnaaflara og sag\u00f0i a\u00f0 \u00feau hef\u00f0u 15-20 m\u00edn\u00fatur til a\u00f0 undirb\u00faa sig. \u00a0Og j\u00e1, \u00feau m\u00e6ttu \u00f3lesin \u00ed t\u00edma (\u00faps).<\/p>\n
\u00cd raun fengu \u00feau lengri t\u00edma til a\u00f0 undirb\u00faa sig, \u00fev\u00ed allur fyrri t\u00edminn (40 m\u00edn alls) f\u00f3r \u00ed undirb\u00faninginn, og eitthva\u00f0 af fr\u00edm\u00edn\u00fatunum l\u00edka. \u00a0S\u00ed\u00f0an kom fyrsti h\u00f3pur upp \u00e1 t\u00f6flu. \u00a0\u00deau voru ekkert rosalega markviss en \u00fea\u00f0 t\u00f3kst a\u00f0 toga \u00fat \u00fea\u00f0 sem skipti m\u00e1li, og \u00ed raun \u00fe\u00e1 leystu \u00feau eitt vandam\u00e1l sem \u00e9g haf\u00f0i reki\u00f0 mig \u00e1 vi\u00f0 minn eiginn lestur, en ekki nennt a\u00f0 r\u00e1\u00f0a \u00far.<\/p>\n
N\u00e6sti h\u00f3pur haf\u00f0i einbeitt s\u00e9r a\u00f0 \u00fev\u00ed a\u00f0 skilja hvernig ein \u00e1kve\u00f0in a\u00f0fer\u00f0 virkar, en \u00fear sem \u00fea\u00f0 var fl\u00f3ki\u00f0, \u00fe\u00e1 h\u00f6f\u00f0u \u00feeir ekki n\u00e1\u00f0 skilja e\u00f0a greina af hverju h\u00fan var notu\u00f0 (kostir og gallar). \u00a0\u00dea\u00f0 haf\u00f0ist \u00fe\u00f3 a\u00f0 n\u00e1 \u00fat meginpunktunum.<\/p>\n
\u00deri\u00f0ji h\u00f3purinn bygg\u00f0i s\u00ed\u00f0an \u00e1 \u00fev\u00ed sem h\u00f3pur tv\u00f6 haf\u00f0i gert, og gekk \u00e1g\u00e6tlega a\u00f0 koma s\u00ednu til skila, \u00fe\u00f3 a\u00f0 \u00fea\u00f0 hef\u00f0i kannski ekki veri\u00f0 mj\u00f6g miki\u00f0 ‘flair’ \u00ed gangi. \u00a0Helsta faili\u00f0 var a\u00f0 m\u00e9r t\u00f3kst ekki a\u00f0 tengja fart\u00f6lvuna \u00feeirra vi\u00f0 skj\u00e1varpann – \u00feannig a\u00f0 \u00e9g var annars hugar \u00e1 me\u00f0an \u00feau voru a\u00f0 presentera sitt – og \u00e9g ba\u00f0 \u00feau um a\u00f0 endurtaka sig svol\u00edti\u00f0.<\/p>\n
Allt \u00ed allt var samt lj\u00f3st a\u00f0 nemendurnir voru ekki vanir a\u00f0 “presentera”. \u00a0\u00deau fengu of l\u00edtinn t\u00edma til a\u00f0 undirb\u00faa sig, og \u00e9g var ekki n\u00f3gu markviss \u00ed a\u00f0 segja \u00feeim hva\u00f0 \u00feau \u00e6tti a\u00f0 einbeita s\u00e9r a\u00f0. \u00a0\u00dea\u00f0 \u00e1 s\u00e9rstaklega vi\u00f0 h\u00f3p n\u00famer tv\u00f6. \u00a0\u00c1 m\u00f3ti kom hins vegar a\u00f0 \u00e9g \u00feurfti a\u00f0 tala miklu minna, og var enn\u00fe\u00e1 me\u00f0 r\u00f6dd (nokkurn veginn) \u00ed lok t\u00edmans.<\/p>\n
\u00c9g spur\u00f0i a\u00f0 lokum hvort \u00feau vildu gera \u00feetta aftur. \u00a0Einhver \u00fevert nei. \u00a0Einn nemandi sag\u00f0i a\u00f0 \u00feetta g\u00e6ti veri\u00f0 \u00ed lagi aftur ef \u00fea\u00f0 v\u00e6ri meiri undirb\u00faningst\u00edmi, sem \u00e9g skildi vel. \u00a0Einnig kom fram \u00fea\u00f0 sj\u00f3narhorn einn nemandinn hef\u00f0i veri\u00f0 \u00ed k\u00farsi \u00fear sem “nemendur \u00e1ttu a\u00f0 kenna nemendum” og a\u00f0 \u00fea\u00f0 hef\u00f0i bara enda\u00f0 me\u00f0 \u00f3sk\u00f6pum og veri\u00f0 almennt ‘sl\u00e6mt’.<\/p>\n
Pers\u00f3nulega fannst m\u00e9r \u00e1hugavert hvernig h\u00f3parnir unnu mismunandi. \u00a0\u00cd einum h\u00f3p var miki\u00f0 tala\u00f0 saman (\u00fe\u00f3 m\u00e9r s\u00fdnist einn nemandinn vera heldur \u00fe\u00f6gull), \u00ed einum h\u00f3p l\u00e1gu tveir \u00ed fart\u00f6lvum (\u00e9g haf\u00f0i sagt \u00feeim a\u00f0 leita \u00e1 netinu) \u00e1 me\u00f0an annar las \u00ed b\u00f3kinn (sem er ekki mj\u00f6g g\u00f3\u00f0 um \u00feetta efni) og svo var spjalla\u00f0 sm\u00e1, og \u00ed \u00feri\u00f0ja h\u00f3pnum kom strax upp verkaskipting \u00fear sem hver \u00e1kva\u00f0 a\u00f0 tala um einhvern \u00e1kve\u00f0inn \u00fe\u00e1tt af \u00fev\u00ed verkefni.<\/p>\n
\u00cd framt\u00ed\u00f0inni \u00fearf \u00e9g a\u00f0 gefa meiri undirb\u00faningst\u00edma, og betri lei\u00f0beiningar. \u00a0\u00c9g efast um a\u00f0 \u00e9g geri n\u00e1kv\u00e6mlega \u00feetta aftur (einu sinni \u00e1 \u00f6nn er \u00e1g\u00e6tt), en \u00feetta var \u00e1g\u00e6tis tilbreyting.<\/p>\n","protected":false},"excerpt":{"rendered":"
\u00cd g\u00e6r var \u00e9g komin me\u00f0 sv\u00e6sna h\u00e1lsb\u00f3lgu, og varla talandi. \u00a0\u00de\u00e1 f\u00f3r \u00e9g a\u00f0 \u00edhuga hvort \u00e9g g\u00e6ti m\u00f6gulega fengi\u00f0 nemendurna til a\u00f0 tala um efni dagsins \u00ed dag. \u00a0\u00dea\u00f0 vildi svo heppilega til a\u00f0 \u00feegar \u00e9g ger\u00f0i upphaflega … Continue reading