Cause I said so!
I have noticed one huge trend among these youths; why?? Well, the standard answer was "because I said so!" WELL, that just explains everything...I am glad YOU said so!! If we just take the time to answer a closed ended question perhaps with a no, then say "and let me explain why I said no." This is just what Gen Yrs want. Give a reason for a descision, a task, a reading assignment...give them a relevant reason to do what you have asked them to do. This approach works so much better, draws a conclusion and everyone walks away happy and informed. Works for me!
Annette,
I have noticed this as well & so I try to really emphasize the practical, "real world" application.
Ryan Meers, Ph.D.
Very true! Students really care about success professionally so talking about things work as it relates to their success in their field really grabs their interset and willingness to do something the way you know it should be done.
Annette McCarthy
Billie,
yes the real world application is so vital to all of our learners & especially the Gen Y learners.
Ryan Meers, Ph.D.
I agree, I have found that all of my students, not just Generation y are asking why and they need to understand the why's in order to learn. I also noticed that they typically try to follow up with a real life scenario and apply what they heard. If they don't, I will tie in a current event to help them understand the why's of it.
Billie
I agree. When ever a student asks me a question I always try to reply with a reason why. If I am not sure of the answer, I always tell them "well let's look up." I get their input all the time,.
Experience counts, and we are teaching what employeers want, so that is why we teach these skills.
Yeah. Cause I said so never worked for me either (I am a boomer). I pretty much always try to take the time to explain the "why" to students. Their degree will be in Applied Science. Unfortunately there is a disconnect with some students because with them, there is no disctinction in there minds between their personal opinion, someone else's personal opinion and actual proven science. Their opinion, to them is the equivalent to science. That's a tough one. Patience required. Lots.
I relish the "why?" question. It shows the student is ready and willing to learn a different point of view!
Francis,
you are so right. Something they might think is stupid, if you have a good reason from the field, they will listen & remember.
Ryan Meers, Ph.D.
Couldnt agree more. Ive been practicing this in my classroom for a while now and the results have been amazing. In the beginning I just began emphasizing on the "why" in my lecture and demos because I retain information more easily if I know the "why".
Especially when the why is stated from expierience from the field. their attention is glued to you.
Andrea ,
what a great example of using their curiosity to show them something & at the same time building your own credibility with them.
Ryan Meers, Ph.D.
You are so right. Because I said so does not work. There has to be a reason or a why. I kind of like that because I can offer them two different reasons as to why and let them discuss which one makes more sense and tell me why.
I agree. They prefer to see why things happen as well as hear why they happen. I had an interesting experience when I casually mentioned that overwhipping cream leads to butter. A student picked up on this and asked what I meant. The class did not believe me that butter comes from cream. I over whipped cream and made butter for them immediately following the conversation. They were very impressed.
Stephen,
and I've found that this generation of students really responds well to this kind of instruction/stories.
Ryan Meers, Ph.D.
As teacher/practitioner in my field of education, I have found much success connecting anecdotal stories with classroom instruction, especially regarding topics that can help the students advance in their chosen field of study.
I did chuckle a little with this. I would never say that out loud, but in my head I might when they don't get it after three times saying it different ways. But instead, I will say, Let's talk about this later.
There is a need to know for them to wanto to retain the information let alone even listen to it. Sometimes explaining a little back round first can let them understand the why and be hanging on the edge of their seats for the information you are about to give them.
stan,
and really we should not be afraid fo the "why." This is what inspires us & gets us really engaged, when we understand the "why."
Ryan Meers, Ph.D.
