First off I would thank him for sharing his concerns. I would also let him know that I will give them some thought. I would say, for now I would like him to proceed with the activities as assigned. If I see that modifications are necessary then I will make them as appropriate.
I could also ask him if he would like his question shared with the rest of the students to get their feedback. Depending on the tone and language used in his inital email, it may not be appropriate to forward on. Rather I might pose a question to the class related specifically to the assignment and ask for suggestions to improve it.
Kelley,
This very deliberate approach to meet the student's need is highly commendable. Respect for the learner is the key here. Excellent insight. Keep up the good work.
Dr. S. David Vaillancourt
I believe that with every action/word there is a hidden unmet need. Staying clear of labels or judgments, I would begin a dialogue with him/her to find out what they are truly needing beneath their behaviour. Possibly s/he feels insecure and needs reassurance, but I will not be able to address this without putting my assumptions aside and going beneath his/her action/words.
Astrid,
Agreed, these are all good components of the management effort.
Dr. S. David Vaillancourt
review with him the objectives and re focus the relevancy of your topic and your expectations
Claudia,
Very good. Thank you for your insightful contribution.
Dr. S. David Vaillancourt
Quite often these students just don't want to participate due to laziness or lack of time. So, I would indicate that these discussions are required on the course syllabus. I would ask them to offer alternative discussion points that are relavent to the topic presented. I would gladly consider their suggestions after they have participated in the given discussion questions.
RICARDO,
Thank you for sharing this experience. Unwavering guidance away from opinion toward well-defined, established requirements is often required to keep the learner on track. Great example. Well done.
Dr. S. David Vaillancourt
I encountered this situation quite recently. I responded by thanking the student for her input and reminding her of the course objectives. She insisted, however, that her personal opinion on the essay and discussion questions was sufficient and that she saw no reason to consider the points of view provided in the readings. I then reminded her that the grading rubric required that students consider both sides of the arguments discussed in the chapters. Although she was unwavering in her criticism, she did follow the course guidelines in her subsequent discussion and essay assignments, which earned her an A in the course.
Dr Ricardo Richards
Bobbi,
Very good. Addressed the student on a person-to-person level and then get him back on track to accomplish the class objectives. Good approach. Thanks for your input.
Dr. S. David Vaillancourt
I would tell the student that I am sorry that he feels the way he does. I would try to get more in depth to why he feels the way he does and try to get him to understand the details of the assignment. I would encourage him to try to answer the questions to the best of his ability.
Sarah,
Most excellent!! Keep up the great work and take joy in the times you get to see some of the results!! Well done.
Dr. S. David Vaillancourt
I actually had a situation similar to this. The student had a masters degree and was back seeking pharmacy certification because she was unable to find a job in her field. She was actually being very negative not only via email with me but also on the discussion boards with other students. In a private email I acknowledged her frustration with being unemployed and her self-proclaimed "useless" education. I then encouraged her to use this unplanned change in direction to make a positive change not only for herself but for the patients she will affect....it seems to have worked so far!
Francis ,
Your summation of the result is what I have experienced as well. Very good point.
Dr. S. David Vaillancourt
I agree with my cohorts. I have had this happen and it helps when I can assure them that I understand their feelings. I then try to help them understand the value of what we are doing. I try to tie the information to something real in their life or education. It doesn't always fix the problem, but I think it helps strengthen the relationships I have with my students.
Chad,
This is a forthright and reasonable approach. Validating the student by thanking him and offering additional discussion time indicates your determination to uphold course standards while addressing his issues. Good post.
Dr. S. David Vaillancourt
I would thank him for his time, point out that the questions are part of the syllabus and that if he would like to talk to me regarding the questions he can call my phone number and durnig my office hours and discus them with me.
Amy,
Your approach is sound and learner-centered. Nice work.
Dr. S. David Vaillancourt
I would handle this learner by thanking him/her for the email stating his/her opinion. I would tell him/her that while I valued his/her opinion, all discussion questions and assignments have a specific purpose. I would then explain to him/her the purpose of the discussion question and assignment in connection to the course content, materials and objectives. I would invite the student to ask further questions regarding the particular discussion question and assignment or future questions and assignments, as I want to ensure he/she is able to have a successful session and get the most out of the materials and assignments.
Yvette,
Very solid approach. Nicely done.
Dr. S. David Vaillancourt
