This-essay is a7312091.htm which is available at the web-site www.essayz.com. See more notes at the bottom. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One ========================================================== %STRUCTURE OR CONTENT 731209 Often educators respond strongly to the structure of students' communications, but weakly if at all to the content of students' communications. Such responses to structure but not to content are tangential responses. The basic communication to the student is that the instructor does not care about the student as a person. The instructor wishes to cause the student to communicate within a structural form dictated by the instructor. Yet failing to respond to the content of what the student wishes to communicate deprives the student of any motivation to attempt further communication in the structure which is natural to self or other. When the emphasis is exclusively on structure, a natural student response is to play games with the instructor. It becomes clear to the student that honest communications of real personal thought processes are not valued by the instructor; they earn little or no recognition. It becomes apparent that the student's responsibility is to copy traditional academic structure of communication and play games with respected "great ideas" by rearranging them enough so that the instructor will not recognize that there was essentially no personal involvement in the rearrangement process. Personal involvement rarely seems to earn respect, although neat citations do often impress instructors. If the dominant focus of an instructor is upon the student's unique personal contributions of content, then motivation is enhanced because the instructor is affirming the importance of the student as a real person. If the instructor shows respect for the student's contributions, then the student may be more receptive toward the instructor's suggestions regard-ing how to better communicate those student originated ideas and feelings. If the instructor cares about what the student has to communicate, then the student may become frustrated at not being able to communicate effectively. Such frustration is a source of motivation toward seeking more effective techniques of communication. Techniques for effective communication are ignored by students who are told via disparate messages that there is no point in trying to communicate to their instructor the ideas and feelings which are important to self. (c) 1999 by Paul A. Smith in GO: essayz.com "Search for Integrity and Honesty" (On Being Yourself, Whole and Healthy) ==========================================================
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