I would thank the student for his email and then proceed to discuss why I felt the activities were important. I would include in my email the fact that not everyone comes to the course with the same exact knowledge and that many students find the activities not only beneficial but also stimulating. In addition, I would ask the student for any suggestions that they might have to add to the course for the future.
Karen Bisset
One thing we always try to do is have the learning objectives stated in the assignments/activities. That way the student sees first off what the expected outcome is to be. So, I would ask the student to revisit those objectives to have a frame of reference for what he is supposed to be taking away from it. I think student opinions are valid, and I would accept an explanation of why he finds the assignments irrelevant and what would be an improvement. Then I would thank him for his input and let him know it will be taken into consideration.
One of the first things I would do is to ask him to identify which of the discussion questions are not relevant and why he thinks so. This gives the student a feeling that the instructor is concerned about what he is saying and that he is interested in knowing what the student thinks. After asking him about why he thinks the discussion questions are not relevant, I would ask him why he thinks the assignments (and which ones)are a waste of time? Again, to respond to a student personally with empathy and interest is a way to disalarm them in what might be a red herring in terms of what is really wrong. The student could have other personal issues that are causing him to become caustic in his criticism and that to complain to the instructor is just a way to bring attention to himself. Once the student feels heard, often they are relieved of a certain amount of stress and might respond more kindly and appropriately to the instructor concerning the course materials.
Dr. Kimberly,
This is an excellent "Learner-centered " approach. Thank you for sharing your expertise.
Dr. S. David Vaillancourt
I definitely would not confront the student.
I believe that they should be acknowledged for bringing the concern to me. I would tell them that I value their opinion.
I would encourage the student to work through the DQ's and assignments. I would also encourage feedback as to what the student feels would be better. I would want to know how I can improve the learning experience going forward.
Matthew,
Very good. These are all pertinent points to establish for the learner. The 'way' in which they are made will make the difference for the adult learner.
Dr. S. David Vaillancourt
Leigh,
Very good. Staying focused on guiding the student to successfully achieve the class objective(s) is primary. Especially for the adult learners (but this applies to most learners of all ages), by letting "the student know that they are being heard" you can greatly reduce the student's focus on the obstacle created in the mind and redirect toward achievement.
Dr. S. David Vaillancourt
Erin,
Very good stay positive and out of the defensive mode. Redirect the emotional energy to a positive resolution. Good strategy.
Dr. S. David Vaillancourt
I would explain several points:
1) My reasons for considering the activities relevant
2) The fact that expectations in life will not always be to his/her liking, and the fact that this will never absolve him/her of those responsibilities.
I would thank the student for contacting me, and then remind them that the course has been carefully prepared to reach a specific learning outcome. I would encourage them to participate as they may be surprised by the information they learn - especially if they are 'willfully open' to learning new information.
It is useful to let the student know that they are being "heard" but at the same time, reinforce that the course has been structured by professionals, and not to "back down" due to their criticism. It's also useful to not engage the student in an argument (or discussion) of such matters.
Ah, challenging! Well, I'd start by thanking him for his input, and try to not adopt a defensive tone. I'd direct him to the course objectives, and maybe ask if he feels the course isn't delivering on those.
I'd also encourage him to go "above and beyond" what the minimum requirements are. It's only a waste of his time if he feels underutilized or not challenged. So maybe he is bored/unhappy/angry, but can we channel that into productive behavior, such as being more involved in a discussion board, or taking ownership of a group activity?
Thomas,
Excellent response. Thoughtful and open.
Dr. S. David Vaillancourt
I agree with the responses to try to keep it positive, but be firm. Explain that there is value in the assignments, especially for those students new to the topics. I also think the suggestion to have this student post additional discussion topics in a discussion board is a great idea.
First I'd thank him for his reflections and that he showed concern enough for the course to want to enrich it.
I would then ask how he might structure activities and discussions to better integrate the concepts dealt with. I would want to know specifically his suggestions.
Then I would share about how each of us teachers and learners has our own style and that we also are under the guidance of the university and its class designers. Still, I would want to hear his voice and specific suggestions for improvement so that I could reflect on them and even integrate appropriately his ideas where I have freedom to do so.
Until then, I would ask for him to work with us all in this effort to learn with the material and activities given. I would offer my ongoing support for him or her to do so.
I would thank the student for his feedback, but reiterate that the learning activities are designed to support the learning objectives of the course. I would invite him to maintain an open mind and engage in the discussion regardless of his opinion suggesting that he may change his mind and find himself learning, after all, through his engagement.
Tim, I also love your strategy of asking the student to provide suggestions for better discussion questions. Your technique shows respect for the student's ideas. Showing respect for the student's ideas shows respect for the STUDENT!
First, I would look at my activities again. The student could be right about one or more of my activities. If I find that my activities are good ones, then, in an email or more than one email, I would try to show the students how my activities relate to the objectives of the course, the present job or career of the student, and the personal and/or professional goals of the student.
In my environment, our assignments are written by a course development team, so this information would be forwarded to them. But that is not what you are seeking. The assignment would need to be linked to the course objectives and expectations and the student would need to hear how the responses link to his or her career aspirations.
This is an example of the same old refrain that all of us of have heard (and probably have stated ourselves to a degree). Various forms include: "I'll never need to know this in the real world." " What employer is going to make me do algebra?" "Word has a "grammer" and spell "cheker" - I don't need to learn to write good." "I've run a profitable business for 20 years - what can you possibly teach me about economics?"
In the scenario, it sounds like the learner has some expertise in the field of study. Perhaps the learner doesn't acknowledge the diversity of content in that field, even if he/she works within the field.
I would send an email similar to this:
Hi Joe - thanks for your concern about the suitability of the assignment. It sounds like you have some expertise in the field.
The learning objective behind the assignment is XX. While you do need to answer the assignment as written, I would be interested in hearing your thoughts on an alternative assignment question that would address learning objective XX.
Thanks,
Dr. Steve
Andrew,
Very sound approach. Well stated.
Dr. S. David Vaillancourt
