Overcoming additudes of the older student
I have found that some older students come to class with certain additudes that inhibit their learning abilities. I too have fallen into this category. Having extreme experience of a topic lends one to knowing it all and closes our minds to learning something new. What are some ways we can help these students to share their knowledge but more importantly learn something new?
Hi Thomas,
This is a strategy that keeps the older students involved and feeling a part of the class yet you are giving them learning opportunities. Keep up the good work.
Gary
I have dealt with this quite often being on the negative side of thirty five, i tend to deal with students who are older than I am and want to add the proverbial two cents during lecture, let them and then more times than not reiterate the statement the correct way.
I agree. As a newer instructor with many students around my age, I've had a tougher time gaining respect from the older ones. As you suggest, though, it seems that special projects and giving these students the lead role in visible group tasks has helped alot. It might just be that these need recognition for the skills they feel they have.
I am an older instructor so I may have more influence with older students. I have had the students discussed , and have at times let them attempt a project their way. Then I find it easier to go back and show them why it should be done my way.
Hi Diane,
You have shared a very accurate picture on non-traditional or career mature learners. The comments about their insecurities in relation to being successful in class is something that we all need to focus on and help to them to see how they can succeed. I, as you, have found that a conversation with each of them helps to relieve many of their fears. I also have them do some activities early in the course that are set up so they can have success with them. These activities really help them to get comfortable with the course and settled into the flow of the class.
Gary
I have found that adult students who have been in the workplace for some years may adopt their "I'm an expert" attitude because they are, under the surface, frightened about their current situation. Some of them are struggling with questions like, "How do I relearn study habits at my age?" "How will I fit studying into my family life?" "How do I know that what I'm studying (or that studying at all) will help me get another job?"
If the student begins to dominate the classroom by wanting to answer all of the questions asked during discussion, or if s/he tends to "flaunt" past experience, I'll talk with him or her after class about the need for everyone to particpate and the need for respect for others' viewpoints, even if they don't come from a "seasoned" background.
Sometimes I'll talk with adult students who are coming back to school after a long absence about my own experience doing the same - about how I had to "re-train" myself to study and how I felt challenged to quickly learn the latest technology to be able to keep up with some of the recent 18-20-year-old graduates. This sympathy for the "re-trainers" sometimes calms the uncertainties that could be couched in classroom arrogance.
I think this is a great response to the older student. There are many students who are attending to "get the degree". They have so much experience already, but there is always at least one thing that they have not learned, or always wanted to find out more about. I think a special project along with a presentation is a great idea to give the older student a challenge, but also it can educate the other students in the class in an area that you may not have had time to cover in class.
We need to assitst students with how to stay focused: thoroughly reading the instructions, creating checklists if necessary to make sure all the items are completed, etc. This can help the student that jumps ahead. It is part of a wider cultural obsession with being able to multi task. We are better served by being fully present. The student with lots of knowledge needs the same focus as the student recently exposed to the material, sometime more so!
Hi David,
Something I have done with mid-career students like you have is to give them study guides to help them with note taking and learning preferences. I use guided notes so they don't have to write everything down but just fill in points under the major headings. This shows them the key points I want them to remember and then the supporting information under those points. I give the guided notes in the form of handouts so they see them as being supplemental not remedial. Once they get settled into the content portion of the course it is easier to get them involved in to the activity phase where they start to make applications of what they have been learning.
Gary
Many of our students are mid-life career changers and wiil often try to relate thier current educational needs with their pre culinary school experiences. Some have pretty poor study/work habits and I find it correlates with their prevoius successes. How could I break the cycle withuot insulting them? Especially those switching from a desk job to life in a busy kitchen.
And I too have seen students who are self proclaimed know-it-alls that fail to do what the assignment calls for!
A student with the attitude that they already know the subject tends not to pay much attention, in my experience.
Hi Trisha,
Good way to handle such a student. We all have them and they can be a challenge to deal with. Your approach lets them decide which direction they want to go with their "vast amount of knowledge" or lack thereof.
Gary
Ahhh - the wonderful know-it-all student. I do a few things. First, I point out that we are always learning. This is a little silly, but it is true. Secondly, I flat out ask them why they enrolled if they do not need to learn anything. If they say because they need the degree, then I will ask them "I know you have a ton of experience but I am willing to bet that there is something more you would like to learn on this subject - what is that?" When they give you an answer, I then propose a "special project" just for them so they feel as if they are learning something new. This tends to do one of two things: Makes them excited or shuts them up. The key is getting them to want to learning something.
I agree. And as we continue to see more older students enrolling for what could be career changes, we must remind them of this exactly. What they did in the past is important and possibly interesting as well, but, they are (in siome cases) learning something may know nothing about.
well. i if the student gets to full of himself, them don't be afraid to hand him /her the rope and let them run with it... sooner or later they will run out of rope and then they will figure out they don't know everything..
Thank you Dr. Meers for your reply! I really liked your suggestion to make one last contact with my student and let him know that I am willing to help him should he ever ask. While things didn't work out in this class, I do want him to be successful at our school and to know that there are people who care about him and want to help.
Denise
Hi Denise,
This is a tough situation. I have had similar situations over the years. I wish I had a great solution to offer you but I don't. You have done all of the things expected of a dedicated professional. I would make one last contact and let him know that you are there for him and are willing to be of help to him should he ever ask for it and leave it at that. He has chosen a path that does not involve course completion so there isn't much you can do at this point except wish him the best and hope he might come back into the class at another time.
Gary
I have recently encountered an older student who uses his age as a reason why he is unable to learn Microsoft Office. His belief is so strong that it has become a self fullfilling prophecy.
I have tried talking to him one on one. I have made myself available during lab time to be close at hand to answer his questions. I have given him praise and encouragement when he has done a good job. But nothing has seemed to replace his own belief.
About midway through the class he just gave up all together and no longer attends or makes an attempt to turn in any assignments.
He does participate in the discussion board each week,not to talk about the concepts we are learning but more to socialize with his classmates. My attempts to reach out to him and draw him back to class go unanswered.
Any advice?
Denise
I agree with Dr. Meers. Older students have a wealth of knowledge that they can pass on to the younger students and to the instructors as well. However, what we must remind the more mature students of is the reason why they came to us in the first place. Then encourage them to open their minds to new concepts and information.
