Naive Me

I choose to believe my students. Experience tells me that is an overly optimistic perspective. Call me naïve, or gullible.

At the start of each semester I ask my students how they prefer to learn. The majority say they prefer class and small group discussion along with opportunities for hands-on application of the subject matter. They want a participatory learning approach. This pleases me since it is my preferred approach to teaching. So I design my courses with plenty of time for discussion and application. Well, my students must be fast learners. In their small groups they are able to race to a resolution of some of the thorniest issues with time left to discuss their weekend plans. And I must misunderstand what students mean when they say they like class discussions. They must mean they enjoy listening to rather than contributing to such discussions. The first time I initiate a class discussion with a question and wait for a response I am confronted with expressions of panic. Enough students eventually become uncomfortable in the long silence that follows my question that a discussion begins. The class quickly learns to either respond to my discussion starters or start practicing silent meditation. Eventually some students begin to initiate discussion questions on their own.

I also get a lot of surprised looks whenever I implement what students have asked me to include in the course design. In one course I am currently teaching many students indicated that they find role plays helpful. I recognize that not everyone likes this method of learning, but there were enough students who requested it that I decided to include it in the course. When it came time to practice the skill I had outlined and demonstrated, I gave students three options for forming practice trios. I suggested that those who find role plays helpful form their own groups. Those who prefer to discuss their action plans rather than act them out could form separate trios. The third set of trios was for those who prefer to discuss their plans for the upcoming weekend. I started to explain the role play process when I decided to ask how many groups were going to use this method. To my surprise no hands went up. Even though a significant number of students said they find role play useful, no one chose this approach when given the option. At least it saved class time since I didn’t have to give the role play instructions.

I suspect that students have been giving me what they believe to be politically correct answers to my questions concerning their learning preferences. Nonetheless, I will continue to ask my students what they want in a course design. And I will continue to act on their recommendations. First, I get a kick out of the incredulous looks on students’ faces when they realize I took their suggestions seriously. Second, it may teach them to be careful what they ask for. They may actually get it.