Do our kids REALLY know what learning is all about? Sometimes I think we have concentrated so much on testing and regurgitating facts that students miss the point.
The first few days each term are difficult for every teacher. Between trying to get all the registration paperwork done and trying to learn names, it can be really stressful. Once you get to know students' names, it is easy to get them in check, and once you really get to know them, you can, most likely keep them that way. At least that is the way it was in the "olden days", when students respected teachers and discipline problems were few... the days when a call home was all it took to get students in line and ready to work. Those days are gone.
When I retired from the middle school/ junior high scene, I just knew things would be better. It is no different on the college and university level than it is in middle school, although one would think that it would be easier since the students are pretty much grown and have paid to be there. Most students are no problem, but each semester I encounter at least one "challenge". This type of "challenge" is usually female, and, most often, these students are the laziest and least motivated. I don't think I'd mind too much if they were the most prepared... the ones eager to get the show on the road... but they are usually the ones who, although the syllabus is printed out, complete with the course calendar which tells them which days which things need to be done, have the nerve to ask "What are we supposed to do?" Their in-class posture generally alerts you that they are going to be the ones who will offer resistance. The newly-adopted behavior of keeping their cell phones out after you have begun teaching is a quick "tell", and you must actually TELL those students to put their phones away... unless they have a copy of the text downloaded on the phone, which some of them actually do have, but you can tell which ones don't. Then, after they are clearly not listening, they raise their hands and ask..."What are we supposed to do?" The urge to say..."NOTHING" is clearly in my mind, but I struggle not to let that thought come out. I simply turn around, count to ten in my head, turn back around, and go on with the lecture/lesson.
A new development on the college scene is the "challenge" who "claims" that class discussions make them feel scared, apprehensive, or offended, and they will go so far as to try and "report" (or write on evaluation forms) that something must be wrong with the class or the teacher for making them "think or feel some kind of way", instead of just having facts thrown at them. Typically, they just want me to stand up and lecture... they don't want to participate. In order to participate, they have to listen, think, and contribute... and that is way too much to ask of them. If I stand there and lecture, they are free to let their minds drift into the meaningless zone. Some of them have not read, which makes it hard for them to participate. When they contribute, their classmates and I expect them to have something worthwhile to say... and their classmates will call them on "talking stupid", being naive, racist, or simply ill-informed. I simply monitor the discussion, so that it doesn't get out of hand.
It is then that they are THINKING!
