Emotional Intelligence and Generation "y"
As we have seen generational challenges coming form students of all ages, recently generation "y" students (born 1980 and after) have brought a new set of diverse chalenges. Because they are ok with chalenging authority, bring technical skills with them and negotiate everything, including their own responsabilities, what are some solutions to addressing these challenges?
I do believe that this generation is more technologically aware and resourceful. They do have more skills but it seems to me less patience in class.Especially with each other. Sometimes I feel that I have to entertain them first then teach.
Unfortunate reaction from the student. How did you respond to him/her?
It seems that the student hasn't figured out that the tuition is to help him/her learn to learn - or at a minimum learn where to find the answers for problems they will face after you're not there to give them the answer.
Sense of entitlement, yeah I see it all to frequently, I mean with all that Gen X and Y have at their disposal, cell phones, wifi, social media, it is no wonder that this "generation" struggles with actually doing something that requires thought processing.
I try to envoke thought processing by asking students to do small projects outside of the "Lab" enviroment. Since we are currently in an electrical module, I asked a student to do a small presentation covering the the new technology of Ion Phosphate batteries, I was responded with "I don't have the time, isn't that what your here for to teach me this, isn't this what I pay $30,000 for, for you to tell me."
If there is no instant gratification, then it isn't worth doing.
Sounds like a good course of action for students of any generation. We all want to know that the rules are set and will be enforced consistently and impartially.
A way to deal with the "Generation Y" students is to discuss the non-negotiables at the outset of the course. It is important that students realize the particular areas of the course that are not up for discussion or negotiation. Also, consequences should also be expressly clear. Then, their choice becomes whether to comply or not, and they should know that the instructor consistently and impartially fulfills his or her duty efficaciously.
Journaling can be a very powerful tool but difficult to implement, depending on the nature of your students.
Are you doing this electronically [entries made online or by email]? Is this part of the students grade? Do you keep the entries? If so, for how long?
In my classes, I offer a time set aside for the students to journal. The only person that reads them is me. It is a safe and productive way to get in touch with their thoughts and emotions. If I see possible trouble brewing in their writings, I can offer assistance before it is too late.
I believe generation “Y” is something of an issue. They have never known not having cell phones, computers micro waves etc There eagerness to learn, capitalize that and utilize the new technologies where possible. Strike a balance in your teachings cater to it Then remind them of There professionalism and the fact that when they reach the field there dealings will be with in large part the Boomers and the Gen X and that they will have to do the catering.
One practice to reign in the 'know it all' student is to give them an assignment to present more information about the topic to the class at the next meeting. "It seems that you know a lot about our topic. It would be great if you could share some of the specifics the next time we meet. Would you please prepare a 10 minute presentation on the subject?"
If the student truly is well informed this can be a valuable extension of the lesson. If not, they will quickly be exposed to his/her peers.
Sounds a bit scary to me. What happens when students complain about issues outside of the control of the instructor - dissatisfiers like parking, dress code, tuition rates, etc?
Students should have a method to express their concerns and ideas but a public forum in the class room can be dangerous. It's an opportunity for malcontents to continuously stir the pot.
Hi, Loren..I have noticed that "mature" students value an education and want to get the most out of it. However, they sometimes come into the classroom with a "know it all" attitude and can be almost adversarial in discussions. The younger students are often too afraid to speak up since they have been taught it is "rude" to debate and challenge. BTW...the course I teach discusses controversial issues. Thanks! Chyrisse
Use technology and visual resources. This generation is all about computers and being heard - so I think setting a time aside in every class where they are welcome to freely express their point of view, concerns and ideas is a great way for them to feel as though their voices are being counted.
I agree about seeing these traits in Generation X and Y, and I have to admit that I appreciate their tendency to question, probe and respond positively to "emotional" or feeling input. The probing allows me as an instructor to really understand my own teaching methods and look for succinct, creative ways to present the material that will engage the student's imaginations. They respond very well to anecdotal references, stories about my life and experiences; that gives them a way to admire and emotionally attach to their instructor and therefore sets up in them a better internal learning atmosphere.
It's very difficult to address a sense of entitlement in a class setting; personal meetings are a much better setting. What techniques have been most useful for you, John, in "redirecting" Gen Y students to be more active participants in the educational process?
While generalizations many times lead to inactivity and overlooked issues with individual students, they are valuable as a taking off point in dealing with students. In addition to the traits mentioned, many Gen "Y" students also have a sense of entitlement which must be dealt with. They expect things to be handled for them. This can be addressed thorugh one on one meetings rather than group discussions which, while more time consuming, allows educators opportunities to "redirect" and encourage the Gen "Y" learner to be a more active participant in their educational process.
It must be tough to have students who are older and want to challenge you. Did you have any training to prepare you for this situation? If not, is there anything you can do to help the next instructor who may be hired into this situation?
I have seen these traits from both Gen X and Gen Y students. In fact I have seen students that are much older than me question my methodology, classroom management and content. The thing that helps me everytime is bringing relevance into the equation. If I give them solid evidence as to why specific content will help them, they generally seek to understand or work on closing their gap in understanding.
I think we're all guilty of broadly defining groups of people at one time or another. This practice can be useful at the macro level in addressing general traits, but it can be very detrimental when we try to make the assumptions fit at the micro [individual] level.
While there are undoubtably some technological impacts on generations, in general I am not a fan of the traits ascribed to various "generations". Growing up my generation was accused of all kinds of traits, almost all of which are now be slapped by my generation on younger ones.
