Student's expectations
My class doesn't have a text book. It's the only course that doesn't. I feel students are looking for "trade secrets" and "tricks." Whereas true knowledge of the subject simply relies on concentration, practice, above all, and a few key rules of thumb. Yet some of them still complain to the department head that they feel I'm not giving away enough "trade secrets." Help!
Many "trade secrets" are derived from on the job training. Perhaps the suggestion within the course offering of incorporating guest speakers and field trips that broaden the perspective of the students with the "trade secrets" of others would help.
Have you considered meeting the student's expectations by asking the students to gather their new awareness, or "lessons learned" and collaboartively publish their own textbook as a result of the active learning experiences you are providing? Could be a fine progessive report of their comprehension of content.
First, the question of WHO is utimately responsible for learning will be underscored. Secondly, you will be provided some valuable feedback to your learning sessions.
Meeting student expectations is important. Value what they are saying. Lack of focus and confusion can be counterproductive, over an extended time. By having them create their own textbook as a response to your learning sessions, you can provide the opportunity for their analysis, synthesis and evaluation.
Why do you think they are looking for tricks and trade secrets?
Hi John,
Not sure what help I can give without knowing the area in which you teach. As for "trade secret" sharing I would have the students explain what they feel they are not getting from you. With many beginners in any field the foundation has to be there before the "trade secrets" are of value to them. They probably are wanting the "trade secrets" before they are able to really understand what they are receiving. You may want to define the basic competencies as being "trade secrets" so the students will practice them and develop their expertise in these areas. For example when I was teaching apprentices in the building trades how to cut rafters a "trade secret" I shared was to make sure the angles were accurate to save problems later on. Wow, this was good stuff. The reality was that it was just basic knowledge and skill they had to develop before they were ready for the real stuff.
Gary
