I can tell you are passionate about what you do. I need to tell you that I come from a different orientation, and that orientation CAN and DOES produce productive people, following their own interests, and not some curriculum designed for them. I was just expressing my thoughts, not trying to persuade anyone. There are schools popping up all over the world now that "prepare" students without having a curriculum pre-designed for them. I am not interested in engaging in a defense or arguing. If anyone wants to know more, I will be glad to discuss further off the list because I feel I am not going along with the thread here.
Edryce
Romie Littrell <
littrellaom@yahoo.co.nz> wrote:As a student, business professional, adult
trainer, and university professor for many decades,
there ARE such things as poor students. Poor students
who suddenly find something that "interests" them will
not be sufficiently equipt to profit from their
interest.
Learning is an active process; teaching is
facilitating learning. Curricula generally are based
upon what practioners in a discipline have discovered
that we need to know. If our job is only to provide
opportunities that "interest" students then let's
leave it to them, and watch them continually reinvent
the wheel, "interesting", but not productive.
Experience counts; self-discipline and self-motivation
count; characteristics most, yes, MOST, students lack.
(If you work for a university that can select only the
best and brightest and most motivated, God has blessed
you.)
See the definitions below (ALL CAPS are mine);
these do not describe quite a number of individuals
posing as students in my classes:
student \Stu"dent\, n. [L. studens, -entis, p. pr. of
studere to study. See Study, n.] 1. A person ENGAGED
in study; one who is DEVOTED learning; a LEARNER; a
pupil; a scholar; especially, one who ATTENDS a
school, or who SEEKS knowledge from professional
teachers or from books; as, the students of an
academy, a college, or a university; a medical
student; a hard student.
2. One who STUDIES or EXAMINES in any manner; an
ATTENTIVE and systematic observer; as, a student of
human nature, or of physical nature.
Source: Webster's Revised Unabridged Dictionary, ???
1996, 1998 MICRA, Inc.
--- Edryce Reynolds wrote: > I
think/believe there are no "poor" students. There
> are only people who have not discovered what they
> are interested in yet. I think we should stop
> trying so hard to "make" anything out of students,
> and start listening to them to learn from them what
> it is that interests them.
> Of course that goes against the canned curriculum
> which is everywhere. Even though it is often
> candy-coated, the students know that they will not
> be allowed to pursue their own interests. There
> just isn't room in the curriculum as it stands, no
> matter how liberal.
> Edryce
> Esteban Trevino
> wrote:Strange isn't 'school' a place to get an
> educated instead of just
> demonstrating what effective practices ones has
> acquired from who knows
> where?
>
> What can be done to induce the poor students to take
> such offers and
> become good students?
>
> Cordially,
>
> Esteban ...
>
>
>
>
>
> : Management Education and Development Discussion
>
> 11/19/2002 09:23 AM
> Please respond to Management Education and
> Development Discussion
>
>
> To:
> cc:
> Subject: Re: WANKEL'S TEACHING TIP OF THE DAY: EARLY
> BIRD SPECIAL DISCOUNT
>
>
> I share the same experience as deborah's. It is
> always the already good
> students that take such offers. I know that is why
> they are good. As
> Deborah said, this helps a lot to minimize grade
> complaints from those
> who don't do well.
>
> Abainesh Mitiku
>
> Charles Wankel wrote:
> >
> > From: deborah [mailto:
debnixon@sympatico.ca]
> >
> > I have always offered the option of a draft
> review- out of 2 classes of
> > 45 each, exactly 3 students took up the offer.
> It's always the best
> > students who take the offer and the ones who need
> the help the least. I
> > have my views as to why that's the case- but it
> gives the students
> > little room to move or negotiate if they're not
> happy with their grades.
> >
> > Deborah Nixon
>
>
>
>
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Prof. Romie F. Littrell, Ph.D.
Facutly of Business
Auckland University of Technology
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