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einpoklum
einpoklum
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Ask a non-assertive question rather than pointing out errors

I agree with user2705196's answer, but will refine it a bit:

When relevant Instead of saying something like

Professor, I think you were wrong to state that X, it's actually Y because Z.

try:

Professor, can you elaborate a bit on how X agrees with Z?

this way - if you got it wrong, they'll explain it (and it would still help other students, who might have the same misconception as you); and if you got it right, there's a good chance the response would be "Oh, Z? It should be Y, sorry" - and then the Professor has corrected himselfhis/herself.

Ask a non-assertive question rather than pointing out errors

I agree with user2705196's answer, but will refine it a bit:

When relevant Instead of saying something like

Professor, I think you were wrong to state that X, it's actually Y because Z.

try:

Professor, can you elaborate a bit on how X agrees with Z?

this way - if you got it wrong, they'll explain it (and it would still help other students, who might have the same misconception as you); and if you got it right, there's a good chance the response would be "Oh, Z? It should be Y, sorry" - and then the Professor has corrected himself.

Ask a non-assertive question rather than pointing out errors

I agree with user2705196's answer, but will refine it a bit:

When relevant Instead of saying something like

Professor, I think you were wrong to state that X, it's actually Y because Z.

try:

Professor, can you elaborate a bit on how X agrees with Z?

this way - if you got it wrong, they'll explain it (and it would still help other students, who might have the same misconception as you); and if you got it right, there's a good chance the response would be "Oh, Z? It should be Y, sorry" - and then the Professor has corrected his/herself.

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einpoklum
einpoklum
  • 41.9k
  • 7
  • 83
  • 211

Ask a non-assertive question rather than a negating assertionpointing out errors

I agree with user2705196's answer, but will refine it a bit:

When relevant Instead of saying something like

Professor, I think you were wrong to state that X, it's actually Y because Z.

try:

Professor, can you elaborate a bit on how X agrees with Z?

this way - if you got it wrong, they'll explain it (and it would still help other students, who might have the same misconception as you); and if you got it right, there's a good chance the response would be "Oh, Z? It should be Y, sorry" - and then the Professor has corrected himself.

Ask a non-assertive question rather than a negating assertion

I agree with user2705196's answer, but will refine it a bit:

When relevant Instead of saying something like

Professor, I think you were wrong to state that X, it's actually Y because Z.

try:

Professor, can you elaborate a bit on how X agrees with Z?

this way - if you got it wrong, they'll explain it (and it would still help other students, who might have the same misconception as you); and if you got it right, there's a good chance the response would be "Oh, Z? It should be Y, sorry" - and then the Professor has corrected himself.

Ask a non-assertive question rather than pointing out errors

I agree with user2705196's answer, but will refine it a bit:

When relevant Instead of saying something like

Professor, I think you were wrong to state that X, it's actually Y because Z.

try:

Professor, can you elaborate a bit on how X agrees with Z?

this way - if you got it wrong, they'll explain it (and it would still help other students, who might have the same misconception as you); and if you got it right, there's a good chance the response would be "Oh, Z? It should be Y, sorry" - and then the Professor has corrected himself.

Source Link
einpoklum
einpoklum
  • 41.9k
  • 7
  • 83
  • 211

Ask a non-assertive question rather than a negating assertion

I agree with user2705196's answer, but will refine it a bit:

When relevant Instead of saying something like

Professor, I think you were wrong to state that X, it's actually Y because Z.

try:

Professor, can you elaborate a bit on how X agrees with Z?

this way - if you got it wrong, they'll explain it (and it would still help other students, who might have the same misconception as you); and if you got it right, there's a good chance the response would be "Oh, Z? It should be Y, sorry" - and then the Professor has corrected himself.