Sometimes they only unlock the deadbolt, and you need a friend to help push open the door. Sometimes the door is on the top of a cliff, and you need to climb up the rope of Wikipedia to get there. And so on. A lot of people who are having trouble learning something are having trouble realizing what resources they have available.
Its a bizarre feature of university life that it is very difficult to get students to take opportunities for help, even when they are obviously and explicitly provided.
And the reasons those students don’t take opportunities for help tend to be embarrassingly pathetic. Like, so embarrassing that they avoid even thinking about it, because if they made their real reason explicit, they would be pained at how dumb it is. (I’ve done this sot of thing myself, more times than I’m comfortable with.)
For example, I discovered that a significant fraction of the students in a certain class were afraid to ask questions of the professor because they found him scary. Now, I know the professor in question, and he’s a friendly person who wishes that his students would talk to him more—but he has an abrupt, somewhat awkward way of speaking, and an eastern European accent. Such superficial details are apparently what leaves the biggest impression on most people.
Or there are the guys who get depressed and stop coming to class for a week or two, and then keep on not coming to class because they haven’t been to class for a while, and it would be hard trying to get back up to speed. I really sympathize with these guys, but that doesn’t make their reasoning any saner. (A fair number of them come in at the end of a semester to flunk their final exams. Damn it all, this is painful to watch.)
Or there are the people who won’t read textbooks, or Wikipedia, or whatever, because they feel like everything ought to be covered in class well enough that they can just show up every day and get a good grade. I can not think of any good pedagogical reason why this should be so, and indeed, it usually isn’t.
I could go on. There are plenty more examples. But instead I think I’ll just paraphrase the not-actually-evil professor from eastern Europe. “These kids,” he said. “They aren’t resourceful because they have never had to be resourceful. They need more adversity in life. When I was their age, I had to bribe a local official just to get a dorm room.”
My experience of students here at [prominent UK university] is that they are very unwilling to ask for help because they have never needed to do so before, and so consider asking for help as a sign of weakness/low intelligence/low status.
This makes a certain amount of sense, the people who have been able to meet entry requirements are likely in the top percentile of their subject and been the best or nearly at their school. Generally this has been the result of either natural ability or brute force work (memorising equations and examples etc) rather than acting strategically and gaining study skills such as the ability to find new sources f information or ask for help. So they either despair at the seeming impossibility of their tasks, or spend increasingly large amounts of time brute forcing the work and burn out.
It takes a lot for people to understand that needing help doesn’t mean you are stupid, but that the work is hard and its supposed to be hard.
Or there are the people who won’t read textbooks, or Wikipedia, or whatever, because they feel like everything ought to be covered in class well enough that they can just show up every day and get a good grade. I can not think of any good pedagogical reason why this should be so, and indeed, it usually isn’t.
I’ve often found that this is so. I do try to read my textbooks, at least the assigned readings, because...well, because you’re supposed to, I guess. But for most of my first year classes (three anatomy courses, psych 101, microbiology) just going to class was enough. (I did of course take detailed notes, with colourful diagrams, and then study from my notes afterwards. I have now bequeathed my anatomy notes to a friend a couple of grades younger.) One possible reason why this is true for me is that I like biology-related subjects, and I’ve always read anything I could get my hands on, and so I arrived in university to find that I already knew at least 50% of the material.
Areas where this isn’t true: English classes, history classes, etc, where there are a lot of required readings that cover material not covered in class, and where there are essays or papers to be written on material that isn’t covered in class. And of course there’s no rule that you can get good grades without reading textbooks. It just happens to be true sometimes, for some people.
Sometimes they only unlock the deadbolt, and you need a friend to help push open the door. Sometimes the door is on the top of a cliff, and you need to climb up the rope of Wikipedia to get there. And so on. A lot of people who are having trouble learning something are having trouble realizing what resources they have available.
Its a bizarre feature of university life that it is very difficult to get students to take opportunities for help, even when they are obviously and explicitly provided.
And the reasons those students don’t take opportunities for help tend to be embarrassingly pathetic. Like, so embarrassing that they avoid even thinking about it, because if they made their real reason explicit, they would be pained at how dumb it is. (I’ve done this sot of thing myself, more times than I’m comfortable with.)
For example, I discovered that a significant fraction of the students in a certain class were afraid to ask questions of the professor because they found him scary. Now, I know the professor in question, and he’s a friendly person who wishes that his students would talk to him more—but he has an abrupt, somewhat awkward way of speaking, and an eastern European accent. Such superficial details are apparently what leaves the biggest impression on most people.
Or there are the guys who get depressed and stop coming to class for a week or two, and then keep on not coming to class because they haven’t been to class for a while, and it would be hard trying to get back up to speed. I really sympathize with these guys, but that doesn’t make their reasoning any saner. (A fair number of them come in at the end of a semester to flunk their final exams. Damn it all, this is painful to watch.)
Or there are the people who won’t read textbooks, or Wikipedia, or whatever, because they feel like everything ought to be covered in class well enough that they can just show up every day and get a good grade. I can not think of any good pedagogical reason why this should be so, and indeed, it usually isn’t.
I could go on. There are plenty more examples. But instead I think I’ll just paraphrase the not-actually-evil professor from eastern Europe. “These kids,” he said. “They aren’t resourceful because they have never had to be resourceful. They need more adversity in life. When I was their age, I had to bribe a local official just to get a dorm room.”
My experience of students here at [prominent UK university] is that they are very unwilling to ask for help because they have never needed to do so before, and so consider asking for help as a sign of weakness/low intelligence/low status.
This makes a certain amount of sense, the people who have been able to meet entry requirements are likely in the top percentile of their subject and been the best or nearly at their school. Generally this has been the result of either natural ability or brute force work (memorising equations and examples etc) rather than acting strategically and gaining study skills such as the ability to find new sources f information or ask for help. So they either despair at the seeming impossibility of their tasks, or spend increasingly large amounts of time brute forcing the work and burn out.
It takes a lot for people to understand that needing help doesn’t mean you are stupid, but that the work is hard and its supposed to be hard.
I’ve often found that this is so. I do try to read my textbooks, at least the assigned readings, because...well, because you’re supposed to, I guess. But for most of my first year classes (three anatomy courses, psych 101, microbiology) just going to class was enough. (I did of course take detailed notes, with colourful diagrams, and then study from my notes afterwards. I have now bequeathed my anatomy notes to a friend a couple of grades younger.) One possible reason why this is true for me is that I like biology-related subjects, and I’ve always read anything I could get my hands on, and so I arrived in university to find that I already knew at least 50% of the material.
Areas where this isn’t true: English classes, history classes, etc, where there are a lot of required readings that cover material not covered in class, and where there are essays or papers to be written on material that isn’t covered in class. And of course there’s no rule that you can get good grades without reading textbooks. It just happens to be true sometimes, for some people.
That’s not “adversity”, that’s “solvable problems requiring initiative”.