There is a noticeable lack of patience in how students are treated. Confusion or mistakes are handled with irritation instead of guidance.

Classroom management relies heavily on calling students out rather than addressing issues constructively. This makes participation uncomfortable.

The professor frequently assumes negative intent from students. Neutral behavior is often interpreted as disrespect.

Interactions in class feel tense and overly confrontational. It is difficult to focus on learning in that environment.

The professor reacts strongly to minor distractions, often stopping lecture to address them. This disrupts the class more than the distraction itself.

Attempts to clarify expectations are often met with defensiveness. Students are made to feel like they are asking unreasonable questions.

The professor frequently lectures students about behavior in a way that feels excessive and humiliating. These moments derail learning.

There is little effort to understand student perspectives. Rules are enforced without empathy or flexibility.

The professor's reactions often feel personal rather than professional. Emotions seem to drive interactions.

Students are regularly corrected or reprimanded in front of others. Situations that could be handled privately are made public.

The professor appears overly sensitive to normal classroom noise or movement. Small issues are treated like major disruptions.

Attempts to be relatable often come across as intrusive. Personal questions and comments feel inappropriate in an academic setting.

Asking for help often feels risky. Responses can be curt, irritated, or dismissive.

Instructions are often unclear, yet students are blamed for misunderstanding them. Responsibility is rarely taken for miscommunication.

Email communication is unreliable and inconsistent. Reaching the professor outside of class is frustrating.

The professor frequently overemphasizes authority instead of fostering a respectful learning space. Control seems to be the priority.

The classroom atmosphere is consistently tense and uncomfortable. Learning feels secondary to avoiding conflict.

The professor struggles to de-escalate situations. Minor conflicts are often intensified unnecessarily.

Overall, the professor's behavior significantly detracts from the course. A calmer, more respectful, and more professional approach would greatly improve the experience.

The professor's demeanor is unnecessarily aggressive and intimidating. It feels like students are constantly being watched for mistakes.

Classroom interactions frequently feel uncomfortable and tense. The atmosphere discourages engagement.

Normal student behavior is treated as disrespect. There is no benefit of the doubt given.

The professor frequently lectures students about behavior instead of focusing on course content. These moments feel unnecessary and unproductive.

The tone in class is often sharp and confrontational. It creates anxiety rather than a productive learning environment.

Minor classroom distractions are handled with excessive irritation. These reactions disrupt learning more than the distractions themselves.

Instructions are vague, yet confusion is treated as incompetence. Students are blamed instead of supported.

The professor struggles to maintain professionalism when challenged or questioned. Emotional responses override constructive dialogue.

Attempts to connect with students often feel forced and uncomfortable. Personal boundaries are not always respected.

The classroom feels governed by fear rather than mutual respect. Silence becomes a coping strategy.

The professor shows little tolerance for differing personalities or learning styles. Everyone is expected to conform.

The professor's mood heavily influences the class environment. Students never know what will set them off.

The overall tone of the class feels judgmental and unwelcoming. Confidence is quickly worn down.

The way students are addressed in class feels unnecessarily harsh. The tone is more scolding than instructional.

Classroom authority is exercised through fear rather than mutual respect. Participation drops because students don't want attention.

Interactions feel unpredictable because reactions can change suddenly. Students never know what will trigger a negative response.

The classroom environment discourages curiosity. Staying quiet feels safer than engaging.

Normal classroom behavior is treated with unnecessary suspicion. Students are not given the benefit of the doubt.

The professor appears more focused on enforcing control than facilitating learning. The balance feels off.

Personal comments and questions sometimes cross professional boundaries. These moments feel uncomfortable and inappropriate.

There is little tolerance for differing communication styles or personalities. Students are expected to conform to one standard.

Instructions are often vague, yet confusion is treated as a failure on the student's part. Accountability is one-sided.

Small distractions receive outsized reactions that disrupt the entire class. The response is more disruptive than the issue.

The professor often assumes students are unprepared or careless. This assumption shows in how they are addressed.

The professor struggles to de-escalate minor conflicts. Situations often become more uncomfortable than necessary.

The class atmosphere feels rigid and unforgiving. There is little room for human error.

Overall, the professor's demeanor creates a hostile and stressful learning environment. A more respectful and self-aware approach would greatly improve the class.

The professor's presence alone makes the room feel tense. You can feel the anxiety the moment class starts.

The tone in class frequently borders on hostile. It's difficult to focus on learning in that atmosphere.

Classroom interactions feel more punitive than educational. Discipline seems to take priority over teaching.

The professor often speaks to students in a way that feels demeaning. Respect does not feel mutual.

The professor seems easily irritated and quick to snap. This unpredictability keeps students on edge.

The professor frequently assumes negative intent from students. Neutral actions are rarely interpreted generously.

There is little patience shown for students who are confused or need clarification. Frustration is expressed openly.

The professor frequently interrupts lessons to address minor issues. These interruptions waste class time.

Interactions often feel uncomfortable and tense. Students seem relieved when class ends.

The professor's demeanor creates a climate of fear rather than respect. Engagement suffers as a result.

The professor struggles to de-escalate minor conflicts. Situations are often made worse.

Classroom interactions feel rigid and unforgiving. There is little room for grace.

The professor often lectures students about behavior instead of focusing on the material. These moments feel unnecessary.

The professor reacts defensively to questions or feedback. Discussion feels unwelcome.

Students are often made to feel like inconveniences rather than learners. Patience is lacking.

The professor's approach feels outdated and authoritarian. Collaboration and understanding are missing.

Classroom interactions frequently feel uncomfortable and awkward. Tension is constant.

The professor seems to prioritize obedience over engagement. Curiosity is discouraged.

Overall, the classroom atmosphere is hostile and draining. A more respectful and measured approach is badly needed.

The professor's behavior makes the classroom feel adversarial rather than collaborative. Students feel constantly judged.

Classroom interactions feel cold and transactional. There is no sense of mutual respect.

The professor's communication style feels rigid and inflexible. There is no room for dialogue.

Students are frequently reminded of rules in a way that feels threatening rather than informative.

The professor tends to assume incompetence rather than misunderstanding. This shows in how students are addressed.

The professor seems overly concerned with asserting authority. Teaching feels secondary.

Normal classroom dynamics are treated like disruptions. The environment feels overly controlled.

The professor's responses often come across as scolding. Constructive dialogue is missing.

Students feel monitored rather than supported. This creates constant anxiety.

The professor struggles to create a welcoming learning space. The atmosphere feels rigid and cold.

Attempts to clarify instructions are often met with impatience. Help feels begrudging.

The professor frequently emphasizes discipline over learning. Priorities feel misplaced.

Classroom interactions feel one-sided and authoritarian. Student voices are minimized.

The environment feels unforgiving. Mistakes are treated harshly rather than as learning opportunities.

Classroom energy feels drained and tense. Motivation is quickly lost.

The professor's reactions create unnecessary stress. Learning suffers as a result.

Students are rarely given the benefit of the doubt. Suspicion seems to be the default.

The professor's demeanor feels dismissive rather than supportive. Guidance is lacking.

The professor appears more reactive than reflective. Situations are rarely handled thoughtfully.

The classroom feels governed by strict control rather than trust. Engagement is stifled.

Students are often made to feel like interruptions. Patience feels thin.

Overall, the professor's conduct creates an environment that feels hostile and uninviting. A more measured, respectful approach would significantly improve the class.

Students are made to feel like they are constantly doing something wrong, even when following instructions.

There is an excessive fixation on control rather than learning. The classroom feels policed instead of taught.

The professor's responses often feel reactive and emotionally driven rather than thoughtful or measured.

The professor frequently overcorrects minor behaviors, disrupting the flow of class unnecessarily.

Asking questions feels risky because responses can come across as irritated or dismissive.

The professor seems to expect perfection while offering very little clarity on expectations.

The professor often appears annoyed simply by student presence. This sets an uncomfortable tone.

There is a noticeable lack of professionalism when handling minor disruptions. Reactions feel exaggerated.

The professor's demeanor discourages participation and curiosity. Silence becomes the safest option.

The classroom environment feels rigid and joyless. Learning feels secondary to rule enforcement.

Students are frequently corrected in ways that feel public and unnecessary. Private feedback is rarely used.

The professor appears unwilling to adjust or reflect on their teaching approach. Student feedback feels ignored.

There is little patience for students who learn at a different pace. Frustration is openly displayed.

The professor often uses a sharp or sarcastic tone that feels belittling. It undermines confidence.

Small mistakes are treated as major issues. There is no room for grace or understanding.

The professor's approach creates anxiety rather than motivation. Performance suffers because of it.

Classroom communication feels top-down and inflexible. Dialogue is not encouraged.

The professor frequently interrupts students rather than letting them finish their thoughts.

The atmosphere feels tense even during routine lectures. Students are constantly on guard.

The professor seems more focused on asserting authority than fostering comprehension.

Efforts to seek clarification are often met with impatience or defensiveness.

The classroom culture feels unsupportive and cold. Encouragement is almost nonexistent.

Students are rarely given the benefit of the doubt. Assumptions skew negative.

The professor's behavior often overshadows the course material. It's hard to focus on content.

There is a strong sense that mistakes are punished rather than used as teaching moments.

Overall, the professor's conduct creates a stressful and unwelcoming learning environment that actively hinders student success.

The professor treats the classroom like a power struggle instead of a learning environment. Authority matters more than understanding.

There is a constant undertone of irritation in every interaction. It feels like students are always one step away from being snapped at.

The professor's lack of patience makes even simple questions feel unwelcome. Curiosity is punished, not encouraged.

Class feels emotionally draining rather than intellectually engaging. You spend more energy managing stress than learning content.

The professor seems to believe intimidation is an effective teaching strategy. It is not.

There is an uncomfortable imbalance of power that the professor leans into instead of correcting. Respect feels one-sided.

The way students are spoken to often feels infantilizing. It's hard to feel respected as an adult learner.

The professor reacts to harmless behavior as if it were intentional disrespect. Everything feels personal to them.

There is little consistency in how situations are handled. Reactions depend heavily on the professor's mood.

The professor's communication style feels unnecessarily abrasive. Clear instruction is replaced with sharp remarks.

Mistakes are highlighted publicly instead of addressed constructively. It feels more humiliating than helpful.

The professor frequently misinterprets confusion as laziness. This attitude shuts down learning quickly.

Class discussions feel tense because students fear being corrected aggressively. Most people stop participating early on.

The professor appears more interested in being obeyed than being understood. Teaching feels secondary.

Attempts at humor or connection often miss the mark and come off as awkward or intrusive.

The professor's reactions often feel emotionally charged rather than professional. Situations escalate unnecessarily.

There is an obvious lack of approachability. Seeking help feels like an inconvenience to them.

The professor treats minor issues like major disruptions, pulling focus away from actual instruction.

Students are often made to feel like burdens rather than participants. Motivation drops quickly.

Instructions are often unclear, yet students are blamed for not understanding them immediately.

The professor appears unwilling to acknowledge their own role in student confusion. Accountability is missing.

The learning environment feels cold and unwelcoming. Encouragement is noticeably absent.

The professor frequently shuts down questions instead of engaging with them. Dialogue is discouraged.

The professor often speaks in absolutes, leaving no room for nuance or discussion.

The professor's demeanor makes it difficult to feel comfortable or confident in class.

There is little effort to foster a positive or inclusive classroom culture. Tension dominates instead.

The professor's behavior often overshadows the course content. Learning takes a backseat.

Attempts to clarify expectations are met with defensiveness rather than explanation.

The classroom feels more like a place to avoid mistakes than to gain understanding.

The professor's approach discourages risk-taking and critical thinking. Playing it safe becomes the goal.

Interactions feel transactional and cold. There is no sense of mentorship or guidance.

The professor appears more focused on asserting dominance than fostering growth.

Students leave class feeling stressed and discouraged rather than informed or motivated.

Overall, the professor's conduct creates a hostile and unproductive learning environment that actively works against student success.

The professor creates an atmosphere where students feel constantly evaluated instead of supported. It's mentally exhausting.

There is a noticeable lack of empathy in how student concerns are handled. Everything feels brushed off or minimized.

The professor often prioritizes being right over being helpful. Learning suffers because of it.

Classroom interactions feel tense and uncomfortable, even when nothing is going wrong.

The professor's tone frequently comes across as irritated, making students hesitant to engage.

The overall energy of the class feels negative and draining. It's hard to stay motivated.

The professor often shuts down discussion rather than encouraging it. Participation quickly dies out.

The professor appears easily frustrated and quick to show it. This affects the entire class mood.

There is little effort made to create a welcoming or inclusive learning environment.

Students are frequently made to feel like they are wasting the professor's time.

The professor's communication style lacks warmth and approachability. Asking for help feels uncomfortable.

Minor issues are addressed with unnecessary severity. The response rarely matches the situation.

The professor often seems more focused on enforcing rules than explaining material.

Feedback is delivered bluntly and without much guidance on how to improve.

The professor struggles to acknowledge student effort. Only shortcomings are highlighted.

Classroom discussions feel one-sided and controlled. Student input feels unwelcome.

The professor's demeanor makes it difficult to feel confident or comfortable in class.

The professor rarely takes responsibility for unclear explanations. Blame is shifted to students.

The class environment feels more stressful than educational. Anxiety overshadows learning.

Students are often made to feel judged rather than guided. This hurts morale.

The professor's reactions frequently feel disproportionate to the situation. Calm handling is rare.

The course feels unnecessarily difficult due to poor communication, not challenging material.

The professor does little to build rapport with students. The disconnect is obvious.

The professor seems more invested in policing behavior than actually teaching the material. It makes class feel unproductive.

There is a constant feeling of tension that never goes away, even during routine lectures. It's exhausting to sit through.

The professor's reactions often feel driven by ego rather than pedagogy. Questions are taken as challenges.

Every interaction feels unnecessarily intense. Calm, measured responses are rare.

The professor appears more concerned with being respected than being helpful. Authority comes before learning.

Class feels less like education and more like endurance. Getting through it becomes the main goal.

Students are often talked down to rather than spoken with. It's demoralizing.

The professor's tone regularly borders on condescending. Respect does not feel mutual.

Minor issues become full interruptions because of how aggressively they are handled.

The professor seems easily irritated by normal student behavior. The lack of tolerance is noticeable.

There is little room for discussion or clarification. Everything feels final and shut down.

The professor frequently assumes students are unprepared or careless. This assumption shows in every interaction.

Asking for help feels like an inconvenience to them. Support is not offered willingly.

The class atmosphere discourages curiosity. Playing it safe feels necessary.

Instructions are vague, but accountability is harsh. Students are set up to fail.

The professor's demeanor creates anxiety rather than motivation. Performance suffers because of it.

Classroom interactions feel rigid and uncomfortable. There is no sense of ease or openness.

The professor struggles to communicate expectations clearly, yet punishes misunderstandings.

The professor's behavior often overshadows the actual course content. Learning becomes secondary.

The professor appears unwilling to adapt their teaching style. Student needs are ignored.

The environment feels more hostile than academic. Stress replaces engagement.

Classroom management relies heavily on intimidation rather than respect.

The professor frequently interrupts or shuts down questions. Dialogue is discouraged.

Students are often made to feel like problems that need correcting.

The professor's mood heavily affects the class. Consistency is lacking.

There is an obvious lack of approachability. Office hours and questions feel pointless.

The professor often reacts defensively when asked to clarify material.

The classroom feels joyless and overly controlled. Learning feels mechanical.

The professor seems more focused on enforcing rules than explaining concepts.

Students leave class feeling discouraged rather than informed.

The professor's tone often implies annoyance, even during basic explanations.

The learning environment feels unsupportive and cold. Encouragement is rare.

The professor's conduct actively discourages participation. Silence becomes the norm.

Overall, the class feels unnecessarily stressful due to poor communication and an abrasive teaching style.

The class feels designed to weed students out rather than help them succeed. Support is minimal and frustration is constant.

There is a strong sense that the professor enjoys being unapproachable. Questions feel like inconveniences instead of opportunities to teach.

Lectures lack structure and clarity, yet expectations remain unrealistically high. The disconnect is exhausting.

The professor's attitude makes it clear that struggling students are not welcome. Compassion is missing entirely.

Class time is often wasted on unnecessary lecturing about behavior instead of actual material. Priorities feel misplaced.

The professor seems irritated by any interruption, including reasonable questions. Engagement is actively discouraged.

Teaching feels reactive and disorganized. Students are expected to keep up without guidance.

The environment feels tense even when everyone is silent. The stress is constant and distracting.

Instructions are confusing, but accountability is strict. Students are blamed for unclear teaching.

The professor appears more interested in asserting dominance than ensuring understanding. Learning feels secondary.

Classroom interactions often feel hostile for no reason. It's uncomfortable to sit through.

The professor's lack of flexibility makes the class unnecessarily punishing. One mistake can ruin everything.

Feedback is vague and unhelpful, offering criticism without direction. Improvement feels impossible.

Students are expected to self-teach most of the material while still being judged harshly.

The class feels unnecessarily stressful because expectations are unclear and constantly shifting.

The professor seems unwilling to acknowledge when explanations fall short. Accountability is always pushed downward.

The professor often dismisses student concerns instead of addressing them. Communication feels pointless.

Lectures are monotonous and unengaging, making it hard to stay focused. Exams don't reflect what's taught anyway.

The professor's demeanor makes students hesitant to attend office hours. Help feels inaccessible.

The professor frequently assumes students should already know the material. Teaching feels like an afterthought.

The class feels more like a test of endurance than a learning experience. Survival becomes the goal.

Students are rarely encouraged or acknowledged for effort. Only mistakes get attention.

Overall, the course feels poorly led and unnecessarily hostile. A different teaching approach would make a massive difference.

The professor seems to confuse being strict with being effective. The result is a class that feels punishing without being educational.

There is a noticeable disconnect between what is taught in lecture and what is expected on exams. Students are left guessing how they will be evaluated.

The professor's delivery is monotonous and disengaging, making already difficult material even harder to absorb.

Instead of clarifying confusing topics, the professor often repeats the same explanation and acts frustrated when it still doesn't make sense.

The course feels unnecessarily rigid, with zero flexibility built in for mistakes, misunderstandings, or real-life circumstances.

Students are expected to independently piece together the course content while still being graded harshly on precision.

Class sessions feel more like endurance tests than opportunities to learn something meaningful.

The professor often emphasizes how “simple” the material is, while many students are clearly lost. This feels dismissive.

Instructions for assignments and exams are vague, but grading is extremely strict. There is no margin for interpretation.

The course structure does not support learning at all. It rewards memorization and guessing over actual understanding.

Office hours are technically available, but asking questions often leaves students feeling worse, not better.

The professor appears unwilling to slow down or adjust pacing, even when it's obvious the class is struggling.

Feedback is minimal and unhelpful, making it difficult to know how to improve or what went wrong.

The class relies heavily on self-teaching, yet exams demand exact phrasing and specific expectations that were never clearly stated.

There is little effort to make the material engaging or accessible. Lectures feel like a formality.

The grading scheme is unforgiving and offers no safety net. One bad exam can completely sink your grade.

The professor seems detached from the student experience and unaware of how confusing the course actually is.

Class feels disorganized despite strict rules and expectations. Structure exists, but clarity does not.

The professor often deflects responsibility for poor performance back onto students without reflecting on teaching quality.

The learning environment feels cold and transactional. There is no sense of mentorship or support.

The course feels harder than it needs to be, not because of challenging material, but because of poor communication.

This class prioritizes rigid standards over meaningful learning. The balance is completely off.

This class feels deliberately difficult in all the wrong ways. Instead of challenging students to think, it challenges them to guess what the professor wants.

The professor's teaching style relies heavily on students teaching themselves, yet the grading assumes perfect alignment with unstated expectations.

Lectures provide very little clarity and often feel like a formality rather than a meaningful learning experience.

The course structure seems designed to punish mistakes rather than support improvement. One misstep can have an outsized impact on your grade.

Exams feel disconnected from both lectures and the textbook. Studying becomes an exercise in frustration rather than preparation.

The professor often speaks as if everything is obvious, which only makes confusion feel more isolating.

There is no clear guidance on how to succeed in this class. Expectations are implied, not explained.

Class sessions are largely unengaging and fail to add value beyond what could be read independently.

The grading feels excessively strict and unforgiving, with little acknowledgment of partial understanding.

The pace of the course does not accommodate learning. Material is rushed without ensuring comprehension.

The professor places heavy responsibility on students while offering minimal instructional support.

Office hours exist, but they rarely result in clearer understanding. Questions are often met with frustration.

The professor appears unwilling to adapt teaching methods even when it's clear many students are struggling.

Exams are worded in a way that feels intentionally confusing rather than academically challenging.

There is very little feedback provided, leaving students unsure how to improve.

The professor seems detached from how the course is actually experienced by students.

The professor appears more focused on maintaining authority than fostering learning.

The grading scheme places far too much weight on a few exams, creating unnecessary stress.

The professor does little to check whether students are actually following along.

Confusion is treated as a failure rather than an opportunity to clarify concepts.

The course could benefit greatly from clearer examples and guided practice, both of which are lacking.

The professor rarely acknowledges when explanations fall short.

The material itself could be interesting, but the teaching approach drains any potential value.

Overall, this course is poorly taught, harshly graded, and deeply frustrating. With clearer instruction and a more student-centered approach, it could be significantly improved.

This course feels like it was designed with no consideration for how students actually learn. The teaching style actively works against comprehension.

The professor relies heavily on assumptions about what students should already know, which leaves many people behind early on.

Lectures rarely clarify anything and often add confusion instead. Leaving class feeling lost is the norm.

The grading criteria are never fully explained, yet answers are judged with extreme precision. It feels unfair and arbitrary.

Class time feels wasted because the material is not presented in a meaningful or digestible way.

Students are expected to absorb dense material independently while still being graded harshly on exams.

The course places heavy pressure on exams without adequately preparing students for them. Stress outweighs learning.

The class feels unnecessarily difficult due to poor communication rather than challenging content.

There is little alignment between lectures, assignments, and exams. Studying feels directionless.

Feedback is minimal and rarely helpful, leaving students unsure how to improve.

The course demands a high level of performance without providing sufficient guidance or practice.

The professor seems unwilling to adjust explanations when students struggle. The approach remains rigid.

Exams test memorization of obscure details rather than true understanding of concepts.

The professor often speaks as if the material is simple, which only highlights how poorly it is being taught.

The pacing of the class is inconsistent, rushing through difficult topics and lingering on less important ones.

Students are expected to read extensively, but exams do not fairly reflect the material presented in the textbook.

The course feels disorganized despite strict rules and deadlines. Structure exists without clarity.

The professor does little to check whether students are actually understanding the material.

Learning feels secondary to surviving the grading scheme. That should not be the goal of a class.

The professor's lack of enthusiasm makes the course feel dull and draining.

There is no clear strategy for success in this class. Even strong effort doesn't guarantee good results.

The teaching approach feels outdated and out of touch with modern learning methods.

Students are left feeling frustrated and unsupported throughout the semester.

Overall, this course is poorly communicated, harshly graded, and unnecessarily stressful. It could be vastly improved with clearer instruction and a more student-focused approach.

Do youself a favor and DO NOT take this professor he will affect your GPA. im not kidding you theres a reason why he has a lot of bad reviews