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I have no problem with the student as a customer. I'm the store keeper. Ibetter
accurately describe my product and if the student chooses to buy he gets what
I told him he would get. If it isn't what he wants he can go try some other
product. Seems like a good system to me. The more I think about it the
I like the retailer/customer model. I think it fits very well. Is there aoffer. As
problem with pleasing the customer? Where we hurt ourselves in education is
that too often we operate on a one size fits all philosophy. Another problem
is that schools are often not honest in describing what they have to
a result students often get sucked into something they really didn'tbargain on
Can you blaim them if this makes them unhappy?
No one seems to be mentioning the possibility that standards, evaluation,
exams, and grades play a role in education and in motivation. That's not
politically correct these days. You can talk nobly of motivation through
the strategy of making the subject interesting and entertaining, but in
fact we have seen from several decades of experience that it doesn't work
except on the superficial level and for the most trivial aspects of
education, and only for a few students. The difficult material, the
inherently uninteristing and unappealing (to most students) subjects (such
as physics, mathematics and accounting) require industrial-strength
motivational strategies.
Parents can play a role in motivation. "You'll get a whipping if you don't
get A's this term." Teachers can play a role. "You are likely to flunk if
you don't study and keep up with the work." Society can play a role. "You
won't get this very desirable job unless you present evidence of a good
record in school." This is the way it used to be done, and it worked--for
many students. As someone here pointed out, *nothing* works for *all*
students.