Dealing with "Know it All's"
I teach surgery and anesthesia at a Vet Tech Institute. The age of our students ranges from: right out of high school to ~40 (career change). These students are easy to "mold" and are receptive to learning. We also have students that have been working in the field as assistants for pieriods of time.
I am all for on the job training, but some of these students are set in their ways and it not always the 'right' way.
How would you approach them in a positive way to help guide them in the correct direction without making them? I have had students tell me that "thier doctor at work says we are wrong for showing them how to do 'x' this way"
If a student questions my expertise, I usually ask the student to stand in front of the class and provide a brief summary of the subject. I require that they support their debatable information with resources such as scholarly publications that was read and industry professionals with reputable credentials. I generally have to ask them to do it only once and the student does not get embarrassed because they like to tell what they know. However, they soon realize that presenting an informed opinion backed with creditable sources is not as easy as it seems and therefore, they are not providing reliable or valid information. It’s also a great APA lesson. The other students enjoy the activity because they can ask more in depth questions that the†know it all†may not be able to answer.
Hi Siobhan,
What a tactful way to handle this situation. You can not let this type student control the class discussions.
Patricia
I have taught classes where there is a student in the class who is already working in the field of knowledge.... Yes, they will sometimes act as "know it all's"... While I try to give them some latitude and appreciation for their input, I have to finally treat them as the "interjection" student .... let them know that you appreciate their input but, other students need to be allowed to learn and participate in the class as well.
Hi Antonio,
Once you call them on a particular concept, and they don't know the answer, they become humble.
Patricia
That is a good approach , no matter how much back ground you have on a matter there is always something new that comes out of it . Sometimes it is also a good idea to call them on it , just to see how much theu really know .
Hi Herve,
I let my students know on Day 1 of each class, I do not care how much you know about the subject matter, I can gaurantee you that you will learn something new.
Patricia
usually if you ask them some in depth questions and scratch the surface they come short which is a good humility check and show them that they have still a lot that you can teach them. i usually do it in a 101 set-up in the lab and try to convert them to apply all they know already (or think they know) and bettering their skills.
Dealing with "know it alls" is always an interesting battle. Most instances, they do not know everything if anything at all. Most instances, it is a "he said" "she said" or "I heard", type of thing. To ask the question back and ask in detail form usually releases some tension and further discussions on different styles or different techniques.
Hi Joseph,
They really don't know it all, and in a subtle, yet professional manner, you need to let them know that.
Patricia
I teach surgical assisting. If you claim to know it all why are you still a student. You should be a paid working employee by now. Whats wrong with this picture?
I teach Medical Assisting and have many students that have some general medical knowledge. I use these students when I can to offer personal perspectives of the discussions I am having. This tends to keep them from being overly conversational about every subject...they know they are going to have a chance to share what they know.
Kari,
I appreciated your question. Unfortunately we live (and our students grew up in) a world that says everything is equally correct. It is certainly a frustrating issue for the classroom. As the module discussed, it is always important to take an objective look at ourselves. Is it actually the 'right' way or just they way we were taught or are more comfortable with (i.e. is there a 'right' golf swing). I would suggest that your ask the student to explain the reasoning for their position/viewpoint. You can address if there are underlying principles that are flawed and help them see that even if there way is OK, there are 'better' ways to accomplish the same task. It will also allow other students with views on the subject to see that you are open to different ideas and chime in on their experiences. On the issue of the "doctor" (or supervisor) having a different way of doing things, I would recommend contacting the individual to confirm/understand their perspective. I think that is a critical responsibility of the adult educator to constantly challenge our positions in a dynamic world. I am confident that the "doctor" or anybody else that was a factor in the student deciding to take the course would be willing to share their views if approached in a sincere manner.
