Muriel,
Would you consider their arguments as possibly valuable and investigate whether you should make changes to the materials or course?
Herbert Brown III
If students are dissatisfied with the material and believe it to be cumbersome (as I've experienced before); I simply explain the learning outcome and how having the skills taught with this lesson will help them on the job.
I would contact the student and schedule a 1:1 meeting to hear their concerns. Once I have spoken with the student, I would send a follow-up addressing what we discussed during our conference call.
Catina
Cynthia,
I agree, the student would need to substantiate his comments. If he had a valid argument with evidence, what would be your next step? Would you consider his argument as valid, but he has to do it that way anyway, or some other course of action?
Herbert Brown III
In this situation, I would give the student the opportunity to explain why he thinks the questions are irrelevant. I encourage students to pose their objections in an academic manner. So, if this student sees no value or irrelevancy, he needs to fully support that statement.
I agree with you, Jared. Almost any discussion topic can be brought around to a personal business situation and example. Instructors can used their own personal experience and education to offer the student insight into the topic, and how it may impact the student in their career.
This scenario sound familiar :-(
The student is searching for a "what's in it for me" response. I would attempt to relate this issue to their work environment and ask if they question everything they are required to do in the course of a day. I would also ask them what they would consider to be a relevant discussion question and what part of the assignment is a complete waste of time. This will allow them time to reflect on what they are looking to get out of the course by coming up with a more relevant DQ or assignment.
Interesting question. I think everybody has had this student, especially when it comes to APA format and references. Students always complain about references; "why can't I use myself...I have life experience"? I express I have opened 24 restaurants in my career and yet I can't quote myself. I need to get supporting resources to back my opinion.
But getting back, you need to express the importance of discussion and relate it to topic. Also, reinforce the learning environment and what is required. Lastly, this is what they signed up for...education; sometimes you may not be able to see the lesson but discuss the outcome. I get this a lot from older students. As my colleague wrote, "You have to be a salesman."
You've got to first acknowledge their position in a way that is not insulting, but welcoming. Then you've got to lay it out for them and explain why it is relevant and how. And again, let them know that you understand how they might feel this way and offer that you would be happy to talk/call with them is they have more concerns or questions.
Hello Herbert,
I would explain how the activity fits in with the learning process. I would also tell them that the school has spent long hours designing this module of classes and that all activities are required to be done or points would be deducted.
Then if I continue to have a problem with the student, I would refer the situation to my supervisor for advice.
Ruby Whitehead
I would explain to this student that the content is relevant because it connects to what has been taught in the course thus far. Also, it requires the student to think critically, a skill which is required in the professional world.
In the scenario presented, I would share that there will always be a time in life when something seems irrelevant or a waste of time. Yet once the task is done and you move on in life, something may happen in which the irrelevant task suddenly becomes relevant. I would also share a personal story from my time studying for my masters degree in which I felt that the majority of my course load was useless only to have it become absolutely relevant in my doctoral work. When you can share a personal story, it typically sticks with people better.
John Lofton
You should acknowledge the student's feelings, but explain the value of the exercise, as well as the requirement for the course.
Dear Sir,
I can respect your opinion and your point of view. Here is how the assignments interrelate to the material. (go on to explain the linkage and how they apply to real life)
If you have al alternative view, feel to to respond accordingly. I appreciate positive inquiry and discussion in this class.
Thank you,
Prof. J
Most learners can benefit from the lesson when they know the relevance of the topic. I would send an email explaining to the student why it will be relevant and support it with an example from the current industry's real life experience. I usually bring case scenarios and explain a situation to show my students how the topic relates in a real life scenario.
Absro
I let them know that college is not a democratic society... it's a dictatorship and I'm the leader. Just kidding..hahahaha. I would most likely review the students concerns as content may have changed and a learning activity may be outdated or irrelevant. Sometimes changing content midstream may not be possible so I would mention to the student that their suggestion is being reviewed and will (if applicable) possibly be incorporated into the next version of the class.
This is a situation where you have to defend the curriculum choice. I would make sure that my answer to the student is polite. Because the student has already formed a negative opinion you must proceed with a tone that is non confrontational. I would explain the objective of the activity and give practical examples. Sometimes the lesson or activity used in a real world situation shows the reason for its relevancy.
I would say 'Bring that to the discussion and we can talk about it as a group'. But them in the center stage. Maybe not the most constructive method, But I think bringing them front and center, letting them say their mind, then having the group rebuttal would be a great tactic. Let them challenge you, and then acknowledge why they might be right, or show them why they are wrong in a public forum.
If a student questions the legitimacy of an on-line activity as a reinforcement to the course, I would send them a note explaining how that activity relates to the class outcomes as a whole. Some assignments are not about specific steps to success, but rather concepts as a whole.
The main resource I would use to explain the issue should be located in the course competencies area.
First of all make sure you send a copy of the email to their academic advisor so they are aware of a possible conflict.
Second go thought the objectives and outcomes of the class and explain to the student how the activity aligns with the objectives and outcomes. I believe that most of the times these type of students have not taken the time to read what the course is about and have a misconception, this explanation could clarify and make them have a better understanding of what are they going to cover.
Virginia
