How do you motivate a student that already knows it all?
We have a curious quandary in our field, Automotive/Truck Instruction. Some of the students while coming here have been working in the field for a very short period of time, perhaps 2 to 6 months. The fact that they are already working in their chosen field makes them feel that they have made it and they’re above the other students and in some cases equal to the instructors. This makes for some interesting days. The students can become arrogant, lazy and unmotivated.
Dave, my first question is why are the students taking your class if they already know it all? Is this some type of forced learning situation? If so those can be very difficult to work through. The best approach is to engage in rigorous discourse with your students. This is not the same as debate but you may need to "call some of them out" from time to time and then point back to the importance of the learning process. No one knows it all. Einstein did not know everything about his field of science and was eager to seek out the wisdom of others within his discipline. The smartest among us know there is always more to know and seek knowledge while the timid and less secure tend to hide their insecurities through debate and rebellion. Find ways to build value into what you can offer your students. This of course assumes you are on top of your game and continually learn the latest within your field but if this is the case then you should not have too much trouble assisting your students to understand they have much to gain my participating within your class. I hope this helps. Please continue to check back to this discussion and see what others have to offer.
James Jackson
I will try what you suggest.
It's not that they DO know it all, they THINK they do and often blurt out answers to try to impress the others. Our students seem to be different then they used to be. I've taken other classes through CEE for younger students to try to achieve some understanding of them. These are a mixture of young and old. A classroom may have students that are 19 to 30 years old with some 40 some things tossed in. We have students that have always been interested in working on cars and students that just decided 3 months ago they wanted to try this. Not to mention the 40 some things looking for a career change.
Dave, please report back and let the group know how your new techniques worked or how you may have had to improvise to find the right fit for you and your students. Feedback like this is very beneficial to other instructors and to you as you reflect and report back to the group.
James Jackson
Hello Dave,
This is my take on your situation first of all I teach in the Game art and design degree at Iadt Chicago. The student body is very similar to your student body where there are many different age groups. Part of the challenge for me as a instructor who also works in the Video game industry is teaching students who think they have it all figured out becuase of there passion for playing games.
For me In my class room I setup a student sensi type of atmosphere. I tend to always show that I know the most in the room and you come to school to learn what I know and not the other way around. They way I drive this home is shock and awe . I constanly show work that I have done that both inspires the student and also humbles them a bit.
There are times that I have students land a early internship or entry level game testing position. With these students I work that much harder to make sure they know that even though they may think they know alot they really dont.
And for the ones who seem to be excel I have tiered homework that I give them that drives home the same point but its a little more difficult to complete usually they then try and do the harder version of the home work but soon realized they dont know enough or the quality is not there and that keeps them bak on the same page with the rest of the class. They are then more willing to listen more the next class period .
Mr Jackson,
I also instruct the same class as Dave. Advanced electrical diagnosis is an extremely difficult course in that it involves an understanding of the laws of electronics, physics, computer diagnostics, oscilloscope waveform recognition and mechanical aptitude. By "calling them out" as stated may, and has in the past caused the student to become belligerent and confrontational. The student may believe he has a grasp of the subject only to find that an exam of the subject reveals otherwise. Verbal and written quizzes also reveal that fact. Today's generation (the "entitled" or "I deserve" generation) are under the impression the instructor owes them the correct answer and grade because "they have paid" to be in the class. Valuable class time is wasted by futile attempts to sway their views. "Just give us the answers to the exam" is heard regularly. We blend real case scenarios to instill motivation into the lectures which is usually met with lethargy and indignation. This mentality motivates me to increase my encouragement of the subject at hand. "Adapt, improvise, and overcome".
Charlie Williams's points are well made. I have found that positively directed shock-and-awe and tiered exercises are quite effective in getting student attention and re-directing student efforts toward better work. I am working to increase the quantity of remarkable and superior workmanship samples available to students for examination and comparison to their work. Included are examples of the work of other craftsmen as well as that of fellow instructors and of my own. I avoid showing examples of "what not to do" in favor of "accentuating the positive." A significant proportion of my fellow instructors are highly accomplished craftsmen and I have come to appreciate how constructive reminding those who think they know everything that our "leisure time"is spent practicing and developing our craft, even as we teach it, can be.
I teach in the vocational field of mechanics. When I have the student that knows it all, and he blurts out an answer, instead of calling him out, I simply ask the other students if they agree with him and why/why not. It opens the door for a group discussion and it also gives me a better feel for where everyone is. It is great seeing the look on his/her face when the rest of the class not only debunks his answer but when they are correct and he was not. It lets the other students know that they are actually learning it and not to just listen to the know it all. It sometimes humbles the know it all and he lets the class get taught the way it should be, especially when one of the students will reply if he blurts out again"yeah like you were right the last time too huh?, Just let him teach.". Of course if they are all wrong then we correct accordingly. Ive learned to not turn this into a confrontation and have learned a different form of crowd control.
I agree that students who think they know it all have never been told that they do not. Gaining knowledge makes students humble, because they realize that they at one time did not have the skills called upon now. Students should be informed of examples of famous learners and their humility throughout their lives. Teach a lesson in Greek tragedy. Point made.
I have run across this also in my classes, students who have either taken classes before or are currently working in the field unlicensed. It does become a problem with some students but I have been able to keep the students on track by reminding them whose license is hanging on the wall and that although they may feel like they know everything they still have to pass the test to reach their goals, and that a refresher never hurt anybody. I also invite them to teach me something, sometimes this is all the encouragement they need.
I teach for an online school and LOVE these students that think they know it all. Without making it impossible, I make it a challenge to give this type of a student the opportunity to do work at a level beyond what is typically covered in the classroom- just to engage them in a higher level of learning.
Many times, they just roll with the punches, but there have been a few times where this type of student admitted they didn't "know it all" in so many words, but thanked me for the challenge.
I think the "I deserve" generation is one of the biggest problems we have in a College. The fact that students pay (and sometimes they pay a lot) seems to entitle them to pass a class even if they did just the minimum - or less!
This actually creates a distortion of the learning process: they are in class because it's mandatory, not because they feel that they are there for the purpose of learning something that they will need in their future work place or for their professional development.
Even Final Exams are becoming some kind of a formal requirement, since some students think they should get the answers to the questions during a review, instead of discussing those questions or getting involved in a practice test before the actual Final.
This is happening more and more often, and it makes it hard to motivate students in general, and those who THINK they know it all, even harder. From their point of view, they not only deserve to pass for the money they pay, but also because they are in class just to get the diploma they need to be hired or for career improvements: they already have the experience and knowledge and need just a "piece of paper" to complete their assets.
Umberto, great post and one of the critical reasons that setting expectations early is so critical. The first day discussion really sets the stage for the remainder of your time together with your students. Get them engaged and thinking early and make sure they leave your first class session with a clear understanding of your expectations and you have a clear understanding of theirs as well.
James Jackson
This can be most difficult when you are trying to teach them a subject matter that they were taught incorrectly to begin with. I have found that if you show them a better faster proper way to do that job they tend to listen and at least try it your way. the end result is the task is getting done correctly and that is the goal of teaching.
thanks.
Audie Toney.
UTI Avondale Az.
There are always one or two students that have a little bit of experience or are working in a shop now. They do challenge myself and the class labs. I respond usually with a polite response of "you might be right, lets see together." After the first week, they and the rest of the class trust myself and the school program. I also put a positive quote on the top corner of the board every week.
David, incorporating the knowledge of your students is a great technique. Never call then out or embarrass them in front of their peers but it is encouraged to allow them an opportunity to show what they know where it can benefit the overall group. Even the best instructors do not "know it all" and this is perfectly fine to share with students. There is always room to learn new techniques or to refine older skills that have been perhaps forgotten.
James Jackson
