> 1)REFERENCE MATERIAL - As we don't follow any book or standard
> reference,its quite hard to catch up the lost after missing few classes. 

> Please give some reference material also.

Most of what we are doing now is available in the Friedman, Wand and
Hanes book (see the list of references for past offerings).  When we
get into material not in that book I will indicate alternative sources
in class.

> any online reference (e.g lecture notes,links,etc.) or some
> photocopy can be provided.

As I said you can always xerox my class notes, although they were
written the first year I taught this course, and I have added some
material and modified the notation and ordering somewhat.  In the
previous offerings, I asked for some lectures to be scribed by
specific students, but there was a lot of feet-shuffling, so I have
given up on managing that; but you can always set up a scribing system
on your own.

> PACE OF COURSE - The course is going on very fast pace and I feel
> its a complex course.

It feels like that during the first 6--8 weeks, then slows down.
Don't worry; as you get into the labs things will become much clearer.

> It'll help us to understand better if you could give more examples
> in the class.The class participation should also be increased.

OK, noted.

> 3)ASSIGNMENTS - I feel the course should have an assignment/tutorial
> problems each week, as we don't have lab for the course thesedays.

Homeworks have started.  Given the lab portion you will probably find
homeworks every week too burdensome.  I understand this is not the
only course you take this semester :-)

> Besides that the assignments will make us aware of your expectations
> and the level of questions in exams.  These assignments must be
> graded each week to motivate us.

There are better alternative sources for that: (a) past exams WITH
ANSWERS are provided on the homepages for previous offerings, as well
as homeworks, and (b) your seniors.  Unfortunately, I won't find it
easy to grade homeworks regularly; it will proceed in sudden lurches.
But I intend to have at least two large clearance zones between
midterm and finals.

> i feel that sir is reluctant to come down to our level.  when we ask
> any doubts the way he explains it, it becomes even more confusing
> than earlier.

This needs to improve, will take note.  When you ask questions, you
can help by indicating if it's just a speed problem (class going too
fast) or you need things to be explained differently.  In my previous
teaching experience at Berkeley, most of the time people wanted the
same thing said in many different ways (to average out and cancel
noisy language, I feel) so I tend to assume that by default.

> also he speaks very softly. probably a mike would help ? if someone
> is sitting in 4th bench or farther behind , the lecture becomes very
> frustrating as it is not possible to follow what ennglish he is
> speaking let alone what concept he is expalining.

> 1. Sir "goes over" some very imp points too fast.
> 2. Please speak louder and slowly.

I know, it is an effort for me to speak clearly.  There are two
components: (a) voice and speech speed (which is hard to change) and
(b) cryptic exposition style (which I must learn to change).  Will a
mike help?  Have you heard anyone on a mike in that room?  Last year I
taught in F11, but this year there are loud experiments conducted in
the shed nearby which I want to avoid, even if CSE rooms are
available.

> also the examples which he gives are invariably about c ,c++
> environment. i think we should tell him that we do not know c++ at all.
> We are just about familiar with C or C++. We do not know these languages
> in depth and have never used malloc/alloc etc.

If there is no formal course teaching you C++, you have to learn it
well some time in your BTech anyway, can't live without it.  A few
hours of Googling and/or reading CSE server documentation will get you
a bunch of samples.  I didn't expect maturity with object oriented
programming, but malloc/free/new/delete are regarded as prereqs if you
have used C/C++.  I would advise you to fill this in on your personal
time if there isn't a "systems programming" course that you will do.

> Sir does not emphasize on the more important points. All concepts are
> treated in the same fashion: too fast.

We are slowing down now.  It was important to introduce a bunch of
things quickly so we can set up a vocabulary to talk.

> We are new to this field and please keep in mind that we cannot
> recall all the concepts already studied in the course very fast.

Yes, this is new, but you will find recapping things taught earlier in
class much easier if you browsed your notes for two extra hours per
week outside classes.  I know, this is like "brush your teeth twice a
day", but do try.

> Also, the reasons why a new concept is introduced is not made
> clear. e.g. what advantages does introduction of "store" give that
> could not be achieved by "env". Does it provide efficiency, is it
> equivalent or does it help to solve some set of problems easily?

Even if such explanations are not immediate, I believe I am not bad at
motivating everything we do in class.  Maybe you have to wait .5--1
lecture before the motive comes out, but it's always presented before
long.

Summary:
 * I talk slowly and clearly
 * I provide more running examples in class
 * I try to give some sample code for lab assignments
 * You revise class notes regularly
 * You look up past offerings to find additional material