Samia, yes I totally agree here. Once the student understands the overall goal and objectives here they should respond. If not we are here to remove barriers so we need to take an additional approach of possibly relating the learning outcomes to professional life so they can see the assignment/DQs are indeed preparing us for professional life. See my point?
David, this is interesting in that the learner in this situation to me does not quite fit the learner behavioral traits. I think this might go into the "Noisy" learner area., or maybe "intimidator". The key here is we are being challenged to see how we indeed will respond, and if our response will indeed make logical and productice sense to the student. The challenge indeed should be met with a statement that you appreciate their concern over the DQ and assignments. Next, we go into why based on your professional experience, you believe this discussion/assignment is both relevant and necessary if we are to progressively understand x, y, and z topics as we experience in the real professional world.
Donald,
The invitation to the student to provide evidence (when accomplished in an open and accepting context) can differentiate the disruptor from the seeker. Very good. Thanks for sharing your insight.
Dr. S. David Vaillancourt
Martin,
Your "start with the student" approach is terrific. Well stated.
Dr. S. David Vaillancourt
According to the module in the course, this kind of a learner's probably a disruptive learner. In my opinion, the way to handle this person is to attempt to keep them on target and on-topic. It is also important to remind this person that the assignments were created because they achieve a given objective. That objective should be relayed to this learner. As for their conclusion that the assignment is a waste of time, I believe that it should be pointed out the statement is conclusionary in nature and is not supported by evidence. The instructor may want to invite the student to provide evidence for his or her conclusion.
When I hear this type of comment in a discussion section one of three things come to my mind:
1] Could the student be right? Does the assignment lack authenticity or relevance?
2] Assuming the answer to #1 is no, I would next consider if the true issue is a lack of confidence in their math skills. I would try to show how the assignment reinforces and assesses the content skills from this particular unit.
3] A big issue when teaching any math class is the constant demand that all content must be immediately relevant. This "tyranny of relevance" can be dealt with by demonstrating that math really does impact all fields and underlies much of the modern world. If a student fails to see the relevance of studying quadratics for example, I would try to determine where, given the student's background, interests and goals, that topic would naturally arise.
James,
This is a good resolution. Thank you for your contribution.
Dr. S. David Vaillancourt
James,
Your initial assumption is the right place to begin. Very good. Thank you for sharing your experience.
Dr. S. David Vaillancourt
I agree that the idea is to be non-argumentative. An online "shouting match" would accomplish nothing at all. So, trying to find the basis for comments and a workable solution is a good way to start the conversation onto a productive track.
Claudia, I think this idea of asking the student to make suggestions, is a good one. I hadn't thought of that. But once again, I do feel this will show respect and concern for the student and that could be the thing that makes all the difference. I'll try this. Has your experiene with this been generally positive?
I think it is first important to be polite and to try to defuse an emotion in the response by being concerned for the student's opinion. In my experience, sometimes these "harsh" words are really a case of the student simply not expressing himself well. I'd at least want to start with the assumption that the student does not want to be hostile, no matter how strongly the complaint was worded. Often, this display of concern will help to defuse the situation. It might not be universal, but I have found that sometimes a student who is treated respectfully suddenly becomes engaged and even an ally, so to speak. At least, it seems to me, this is a good way to start the discussion with the student who voices such an opinion. What do you think?
Otis,
Very good. I am glad to know of the outcome, as well. Thank you for sharing this successful approach.
Dr. S. David Vaillancourt
Hi David,
I have certainly been down this road before. Of course, I would e-mail this student back. My first response would be to thank he/she for their observations and their commitment to wanting to be a part of a successful learning experience. I would explain to them that our class is governed by the student learning outcomes of the university. The discussion questions are asked of all students to gage if they have grasped these outcomes. While these questions may seem of ease to him/her, all requirements of the class must be met.
At that point, I would offer this student (all students have this offer) that the last three days of the unit week and once all discussion responses have been submitted that he/she may submit his or her questions that they feel are more pertinent or would like to be answered. In this way, I am staying with the regulations of the class for all students and still giving an option to a student who wishes to go beyond the student learning outcomes of the course, an opportunity to give to the course what he/she thinks is worthwhile. I have found this work quite effectively.
Samia,
Good idea to provide the external information. Thank you for sharing.
Dr. S. David Vaillancourt
Carla,
Very good procedure on your part. Thank you for your contribution.
Dr. S. David Vaillancourt
I would first be sure to discuss the objectives of the course. Perhaps, the goals of the student conflict with the purpose of the course/program. It is important that I help the student to understand the relevancy of the assignments for the course. If these steps don't work, I would then refer the student to their academic advisor for further academic counsel/assistance.
Stacy, well shared!
I do agree with you and most of the other posts; we have to ensure that we do not react in an intimidating fashion. Conflict is avoidable and in many an instant a dialogue stretching the learner's critical thinking could result in a motivated learner and a solid 'feedback' for future learning event reviews.
Samia
I would respond to the learner by asking a few questions to understand the disconnect s/he are referring to; the learner may be bored. I would also recommend other informative links and highlight the flow of the discussion questions and assignments and how they tie in to the course objectives and the overall program outcomes.
Samia
Latasha,
Moving forward with the approved instructional design is an important point. Very good.
Dr. S. David Vaillancourt
let the student know that the activities should be still completed and then show him how they are relevant for the lecture.
