After watching Dominic trim the Yuzu tree in my cousin’s yard, I heard him express his concern that the tree will likely not bare much fruit because the area in which it was planted does not provide enough light. As Dominic explained, “It is not where you want it to be. It’s where it wants to be.” Dominic’s words are not meant to imply that the tree should, however, get anything it wants. After all, he had just pruned it.

I often argue that “The less I teach the more my students learn.” I also emphasize the importance of giving students choices and have gone so far as to turn major sections of my courses over to students.

My goal in the classroom is to produce quality educational experiences for my students by allowing students to be partners in their educational endeavors. If they can choose topics and take responsibility to teach sections of the course, they are more invested in their education and learn more. As an added benefit, the class becomes more interesting for all of us.

I am sure that some people would argue that students in an introductory course are not qualified to take responsibility for insuring course competencies are covered; that allowing students to be where they want to be would not lead to academic success. These individuals are correct. However, allowing students to be where they want to be instead of where I want them to be each day does not mean that I give up my responsibilities as a professor.

Ironically, the less I teach the harder I work. Plotting out a course plan with a specific schedule that insures course competencies are met is much easier than allowing students to stand in their own light. Generally, I prepare multiple lessons for the same day so that I can both accommodate student interests while insuring necessary concepts are covered. Often, I am modifying course plans while the class is in session.

During student presentations, I take copious notes not only about the topic being presented but also about what I might be able to contribute to the discussion following the presentation. For example, while a student is giving a presentation on the French Revolution or the Reign of Terror, I might include “mandate from Heaven,” “Marat/Sade,” or “potatoes” in my notes; even if they are not mentioned by the student.

Later, when I build on the student’s presentation, I might contrast the European concept of Divine Right of Kings to the Chinese Mandate from Heaven. If students ask questions about the negative attitudes toward the First Estate (clergy), I will screen “Marat’s Liturgy.” And the subject of potatoes as a way to understand socio-economic issues and culture is fascinating—even to my students who give me odd looks when I tell them about my interest in the history of potatoes.

In order to help prepare students to approach course material from the perspective of their interests, I take them to the library and ask them to spend an hour reading anything that interests them. With each student, I then discuss their interests and suggest ways in which they can use their interests—and the background that comes from those interests—to approach course materials.

Unfortunately, more and more students are finding this assignment difficult because they don’t know the correct answer to the question, “What interests you?” They need reassurance that I am not asking a trick question.

“Do you mean that we should read something that interests us in the historical period we are studying?” some will ask.

“No,” I answer, “you can read about anything that interests you.”

“Can I read about [fill in the blank]? ” they will ask.

“Does [fill in the blank] interest you?” I respond.

“Yes.”

“Then you can read about it.”

It is sad commentary that the results of high stakes testing and parents who micro-manage their children’s activities and free time create students who are frequently baffled by this assignment because they don’t know how to answer the question, “What interests you?”

It has become harder to convince students that they can take responsibility for their educations; that they do not need to be content to stay in the shade. But it is worth the effort.

–Steven L. Berg, PhD

Photo Caption: Dominic trimming the Yuzu tree.