Handling the Know It All Student
Some students insist they know more than you do. Or they have a better situation tpo discuss than you do. What do you do for that student?
I wonder if perhaps the students might be trying to "hide" the real reasons that they have not accomplished something because it is personal in nature or is something they are embarrassed about. This might be related to fear or esteem issues rather than laziness or bad attitude. Perhaps give them some examples of how to word personal issues or difficulties so they don't come across as embarrassing? Or perhaps it's the fear of the presentation that is scaring them so they shut down at the very beginning and refuse to go on. Maybe give them some presentation tips that will make them feel more comfortable in a public speaking situation? Hope this helps - good luck!
Steven,
Thank you for the kind words they are appreciated. Hope this situation works out for everyone involved. I wish you the best.
Gary
Gary Meers, Ed.D.
Thank you Dr. Meers, I appreciate your suggestions and input especially about setting a timeline for adherence and keeping my administration informed. My first instinct is to resolve issues on my own and not bother other people with things but I guess I need to remember that I'm not in this alone. Again, thanks!
Steven,
This is a tough situation and I can relate to you as you work through it because I have been in the same situation several times over the years. I would talk with each student individually and explain once again why the requirements are what they are. Ask for their cooperation on this as well as let them know that they will be expected to do the same steps when they are out in the workplace. Set a time line for adherence to these requirements. If the students do not provide the work at the required times then they will have to deal with the consequences. Keep you administration informed about what you are doing so they will back you up as needed. You are basing your requirements on the best practices of the field so you have a solid position from which to operate. It probably will boil down to them either doing what is required or failing the class. I would not spend a lot of time seeking alternatives for them as they they are not providing you any reasons for them not doing the requirements other than they know "too" much. As we both know this kind of attitude is not going to sell out in the workplace. I try to reinforce to my students the "Golden Rule". The Golden Rule is the person with the gold makes the rules. As an employee it is my choice to follow the rules or leave the work setting. You are not just asking them to do a project as a course requirement but as you mention you are providing them with skills and experience for the workplace and their careers. They need to get this message through their heads.
Wish you success on this because I think it is heading toward a showdown with them and their attitudes.
Gary
Gary Meers, Ed.D.
I have 19 years experience producing websites and started teaching web design and development at a college level about 15 months ago as an adjunct instructor.
I have a couple of students who think they know it all but unfortunately know very little.
As part of their grade I have all students keep a weekly spreadsheet of their homework/project activities and time spent on what they did, what they're going to do and what's getting in their way to accomplishing their tasks and also have them provide a 5-7 minute presentation at the beginning of class each week presenting such to the class as a collaborative learning activity.
With each of these students they more or less have told me, "well I'm not going to do that", when it comes to writing in their spreadsheet about what's getting in their way even when I've offered different insights as to why it's beneficial to them to do this such as they need to get into the habit of creating such a tracking and to-do list since it's a common professional practice and it helps me to help them to learn if I know what's getting in their way.
I've also noticed they're even more opinionated, or perhaps obstinate, when they're not prepared to give their presentation of which I'm sure is related but doesn't seem to have a "moment of epiphany" for them when it comes to connecting the dots.
Do you have any advice as to how to re-frame the requirements or engage or motivate a student in this type of situation to help them to understand the value and benefits of the assignment for not only their grade but also their profession?
About the only thing left that I'm coming up with is, "Look, this is the way it is. Either the information is provided or their grade will reflect such just as their future employment, or unemployment, will reflect such in the workplace".
Jacki,
In situations like this I talk with the student and try to determine what their "true" knowledge level is about the topic. Then I look for ways to help them share their knowledge with the rest of the class, this may be through a demonstration, small group, or mini-presentation.
Gary
Gary Meers, Ed.D.
