Managing Learner Behaviors
For this type of learner, I find that the tone of the response is almost as important as what is said. It is important to be firm (to show you deserve respect), but kind and encouraging (to prevent escalating the situation). I would begin by thanking the student for his feedback. I would let him know that we do use student feedback to improve the course and I will keep his comments in mind. I would then use the information that I had gathered from his biography to explain why this assignment and the reading are important in his work or personal life. I might go back to the specifics of the topic and explain its relevance in an historical perspective if that seems like it might be helpful. By being polite and making the topic relevant to his life, hopefully this will allow him to be more open to completing the assignments and being positive in the discussions.
I would tell them thank you for your opinion and that you will look through the assignments again with that in mind.
I would first thank the student for his/her input. I would advise the student that the course work is time-tested and has been shown to achieve the goal of moving students forward to success in their schooling outcome. Next I would point the student to the syllabus wherein it is stated the time limits for submission of work. Then I would ask the student to not hesitate to always be open and frank with me at any time and about any subject and wish him/her luck in completing the discussion questions and the assignments in the allotted time.
A learner has sent you an email challenging your choice of activities in the learning unit. He states that he doesn't believe that the discussion questions are relevant and the assignments are a complete waste of his time. How would you handle this learner?
In my reply to the student, I would first tell him/her that the school administration and instructors encourage feedback relative to students’ views on the need for classroom improvements. It would then move to briefly discussing the objective of the course, followed by a brief discussion on the objectives of the learning unit. I would then transition the discussion to briefly explain the activities and how they relate to the unit’s learning objectives.
A learner has sent you an email challenging your choice of activities in the learning unit. He states that he doesn't believe that the discussion questions are relevant and the assignments are a complete waste of his time.
How would you handle this learner?
I would reply via email and call the student if we had been talking and the phone number was available. Responding to his concern about the discussions would be easy. I would explain that they take the place of in class conversations and allow us to explore the topics more deeply, making his learning easier. I would let him know that I will be in the discussions frequently and continually ask additional questions. I would also let him know that the questions from the discussions often are on quizzes and exams.
Regarding the assignments, I would try to have a dialog about what would be helpful for him. I teach accounting, so sometimes students just don't like the class. Usually I can relate it to their future professional career. It is important to determine what the student's real objection is to address it.
Tamara,
Good points about helping students to see value in gen ed courses. I teach such a course that is required for students to pass before they can get their state certification. Many enter the course with negative attitudes and it is my challenge to win them over to the point that in fact I teach a course that can be of value to them in both their personal and professional lives. That is a such a great feeling when I am able to do such.
Gary
Gary Meers, Ed.D.
I have actually had this happen several times during my tenure teaching. My first step is asking the student to explain their concerns in a bit more detail. I feel that this shows that I am not simply interesting in answering a question or justifying a response--but that I am interested in the reasons behind their question. Four out of five times, they do not really feel that the questions are irrelevant or that the assignments are a waste of time. The issue is that they do not understand why they have to take Psychology when they are studying to be a vet tech or medical assistant. No one has taken the time to explain the importance of a well-rounded, holistic educational experience. So by just taking a moment to dig a bit deeper, one can uncover the true concerns that are masked by insults.
I might start out by stating, "I value the right to his own opinion", but would then challenge him to be more specific on why he believes the discussion questions are not relevant to the Unit topic we are currently studying. I would include information(with page number for him to review)directly from our textbook that relates to the discussion questions posted and ask him another question that could tie in with the mandatory course discussion questions.
David,
These more of these examples the better. Keep them flowing. They help to make the course content come alive.
Gary
Gary Meers, Ed.D.
give him/her examples of how it is relevent
Nicole,
This is a professional supportive and open way to deal with such a student. I know your advice will be of value to other online instructors as they deal with these student challenges.
Gary
Gary Meers, Ed.D.
Troy,
Good point because you are the professional and you are conducting yourself as such. I start with the saying "Courtesy is owed, respect is earned and rapport is developed." How far the students get in terms of these steps is how they conduct themselves. I will extend the courtesy but the are going to have to earn my respect, just as I strive to earn theirs, and the we can work on developing professional rapport.
Gary
Gary Meers, Ed.D.
Hannah,
Thank you for this good advice. Students need to realize that there is value to good and proper communication no matter which position they may take in a discussion. This also applies to their inquiries about projects and due dates. Respect is earned and they need to remember that as they communicate with others.
Gary
Gary Meers, Ed.D.
It is importnat to remain professional with the student even if his or her tone is inappropriate. I would thank him or her for the input, but I would also remind them that the assignments and discussion are major contributors to their grade according to the course syllabus. I would also explain that the content was developed by the department and not by myself. I would stress that the department has professionals who have included this content in the curriculum for a particular reason.
There are two things to address here: the appropriateness of the email, and the topic of the unit and assignment. I would address both. If the question is a genuine question, and not griping, then the answer will have one approach. If the question is whining and rude, I would tackle that as well. Its usually not hard to justify why an assignment is in place.
