18.8 Expert Students

It could be a wrong impression, but it seems to us that over the last decade there have been more students arriving at university or a university class with an over confidence in their mental acuity and skills. They know what should be taught, how it should be taught, and how it should be assessed. Furthermore, they know the right or best way and answer. In their eyes, they know more than you do. They are convinced of it. They are possibly taking the course as an unhappy camper because it will be waste of time in their opinion, because they know the course material already. They should be the ones at the front of the class, not sitting in the audience, and they want to tell you how to do your job.

It is not fair to stereotype all of the pre-educated students with the same traits and characteristics. There are indeed some students who have had additional education and training in the subject and understand to some degree what they know and do not know. They might possibly understand that the course is about all of the students and not the select few that might know some of the material in advance. They might also know how to use the time productively, to help others and thus learn at a deeper level themselves. They might also know to approach the instructor and explain their background, asking for additional material perhaps of a broader or more advanced level. We are not talking about these students. In this note, we are largely focusing on the students who are the polar opposite. The gifted and more able students are rarely discussed within the context of the college course, but many of the same points from the primary and secondary school literature apply (see further reading items).

Some thoughts...

• The advanced, skilled student can be turned into an ally and used wisely within the class. You might also need to give them alternate assignments, readings, and a few private sessions to keep them engaged in the class, and further their learning and understanding. This type of student might also be a leader within the class, and it is important to deal with the student as early as possible in the term, else there is a chance of a group think situation developing with the energized student affecting the minds of the other students with their ad libs and diatribe. You can sometimes work with these students' ego. You can get them to understand that the rest of the class is behind them and that they can help out others. Seriously consider an assessment swap with them, get them to help as an extra tutor in exchange; barter their engagement. Many will like this option.
• The over confident, unskilled, delusional student might also be a leader within the class, and it is important to deal with the student as early as possible in the term, else there is a chance of a group think situation developing with the student poisoning the minds of the other students with their ad libs and diatribe.
• The goal should be to turn the grumpy, delusional student into a learning, engaged student. It can be easy to be annoyed by them and be short with them, and this should be avoided.
• With social media being what it is, the student is likely to be vocal in their criticism about you and the course. They will be more vocal if they feel that you have dis'd them, shamed them in front of others, or ignored them.
• If you are going to give them a 'lesson' that demonstrates their lack of knowledge and skill, it is best to do this privately in a casual, informal way. Never do this in front of their crew and entourage. It is also a good idea to do it in a way that they discover the limitations of their knowledge and skill without you explicitly pointing it out.

• There are times that you have to take extreme measures and establish 'street cred' or an expert position. Just having a PhD or MASc will not do this. You will have to name drop and point out that you might actually know something they do not, others think you are an expert, and that you have done some cool things. Of course, this strategy does not work if you do not the walk that goes with the talk. It might require a show and tell. You might feel uncomfortable doing this, but it is sometimes necessary. For the know-it-all student, you need to establish the alpha position.
• It is best to not argue with the student in the classroom. Perhaps suggest that they might have a point and offer to discuss it with them later, outside of the class time. It does not hurt to appear open (and be sincerely open) to listening to the student's ideas and points. Do not be defensive and let them talk - do not interrupt, lecture them during the process. Give them their five minutes!
• The student does not likely understand the process and scaffolding you are doing to create the platform for the other students. This you can explain when you see them outside of the classroom. They need to crawl before walking before running.
• When the student is arrogant, ignorant, and perhaps a little bit insulting, you still have to be the adult in the room. Do not take them down in front of the class and try to sort it out in the private meeting. You can subtly explain to them how to engage, how to be polite in their feedback, discuss it with a bit of humour and work with them in their journey towards being an adult.
• When the student does not have a freaking clue and makes suggestions in class which are 'wrong', or going against the whole theme of the class, learning moment, this is more of a problem. You can try to deflect them to the private meeting, but that will not always work. Some times nothing can be done except to tell the student that you are aware of xyz, but in the context of where the course is coing, xyz is not the game plan and that they need to follow abc. You can also try to point out edge cases or situations where assumptions do not hold. You can perhaps point out where abc makes more sense in future courses or situations and the department, faculty want to make sure all of the students can do abc. xyz is nice and perhaps useful in an alternate situation, but the student needs to show that they also understand abc. We have occasionally let such students do the activity both ways (if they wish) and then do a critique of the two comparing the two approaches, outcomes. Note, all of these explanations need to be done carefully though. You cannot appear to be condescending, or showing disrespect; even in a jokingly manner.

Further reading

• Sheldrake, R. (2016). Students’ intentions towards studying science at upper-secondary school: the differential effects of under-confidence and over-confidence, International Journal of Science Education, 38, 8, 1256-1277.
• Hamlin, B., Riehl, J., Hamlin, A.J., and A. Monte (2010). Work in progress - What are you thinking? Over confidence in first year students. 2010 IEEE Frontiers in Education Conference (FIE), pp. F2H-1-F2H-2.
• Pyryt, M.C. and B.L. Bosetti (2006). Accommodating gifted learners in regular classrooms: promises and pitfalls. Chapter in: Including the Gifted and Talented, (ed) Smith C., pp. 141-160.
• Smith. C. (ed) (2006). Including the Gifted and Talented. Making inclusion work for more gifted and able learners. Routledge.