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Reflexive Responses

Have you ever been asking for help and been interrupted part way through your question? Often the person interrupts you and gives you “the answer.” What triggers the answer that was given? I believe it is often a “reflexive response” to a word or phrase in you request. That word triggers a specific response, regardless of everything else in the request. 

You may walk up to someone at a hotel and say, “I am here for the XYZ meeting…” and be interrupted with “You will need to go to the information desk to find out about that meeting.” In fact, you were about to ask, “I am here for the XYZ meeting and I just realized I have a flat tire on my car. Where can I use a telephone to call AAA?” The person heard “meeting” and reflexively responded with how to get information about meetings. You probably would have been better off starting with “Where can I use a telephone to call AAA?” But the problem really isn’t yours. The reflexive response is caused by someone not listening and responding to your needs but rather responding to one of your words or phrases.

The reflexive response can also occur at the end of the request, without any interruption. You go through a long statement about a product that doesn’t work. You are very upset. The customer service person lets you go until you stop, as is recommended. At the end of your statement you say, “Maybe I would have been better off going to XYZ and using price matching to buy this item.” The person responds, in what seems like it is coming from out of the blue, “If you have a printed ad for an item and your receipt, we will be happy to price match it and give you a refund.” The person has reflexively responded to “price matching” rather than understanding everything you were saying. The presence of that phrase short circuited the ability to understand the real problem.

RULE 1: When someone is asking for help, let them finish before saying anything.

RULE 2: Work to understand what they really are asking. Do not reflexively respond to one word or phrase.

We all provide service, whether it is someone walking up to us on the street or part of our job. Do you have any examples of reflexive responses that you have gotten?  Do you have any samples of your reflexive responses?

If you have trouble getting things done, maybe one or two of these ideas can help.

How to Manage Common Productivity Traps for Improved Productivity

Two-thirds of our current students are taking at least one class online. http://goo.gl/lVKOh

Great article on KnowU, a walled Facebook like platform that delivers online learning and much more. KnowU: Harrison College’s Social Learning Network May Just Be The Future Of Education | Edudemic

1. We need to understand what drives those students who are physically on campus to take online courses. I think for many (most?) of them they may be learning more online than they would in a face to face classroom. If that is true, we need to offer alternative models like this for our students.

2. How many students use Facebook? How many faculty use Facebook? This article suggests an online community based on a walled Facebook-like system. I am not sure the faculty know enough about Facebook to use it pedagogically. Training, research, and awareness could all help here.

Learning how to think … means being conscious and aware enough to choose what you pay attention to and choose how you construct meaning from experience.
We see the library as not being in the book business, but being in the learning business and the exploration business and the expand-your-mind business.
What grade would you give your teaching? What grade do you give your students?
Does it really make sense to give yourself a higher score than you give your students? Isn’t the purpose of teaching to support student learning? Isn’t the real measure of good teaching the student learning that comes from it? Has a teacher “covered” the material if the students have not “learned” the material?
Apple sell content as a reason to buy their hardware, Amazon sell hardware so you’ll buy their content.
They also complained he did not know how to teach because he is blind.

Students gave bad reviews when a prof called on them “even when they didn’t raise their hands.” “They also complained he did not know how to teach because he is blind.” He was denied tenure based on the teaching evaluations.

Is it the students or the prof (or the institution) with the problem?

http://www.insidehighered.com/news/2011/10/31/after-student-complaints-utah-professor-denied-job

Set up a SoapBox back channel for your students to use during class.
http://gosoapbox.com/
Then integrate it into your teaching by asking them to indicate whether they understand or not at specific points. Ask them to post the one thing they would still like to know at the end of each class. Have them post questions during class so they can answer each other and you can review what was happening. I see LOTS of ways of productively using this in a classroom.

Set up a SoapBox back channel for your students to use during class.

http://gosoapbox.com/

Then integrate it into your teaching by asking them to indicate whether they understand or not at specific points. Ask them to post the one thing they would still like to know at the end of each class. Have them post questions during class so they can answer each other and you can review what was happening. I see LOTS of ways of productively using this in a classroom.

Encourage all your students, use the HELP button, play and let your students play with the web, play with software, play with the HELP menu, learn it, take charge of it and own it. This is the transformative process implementation that many educators have been waiting for.

http://goo.gl/yBSNk

People get iPads for personal entertainment and then the iPad transforms how they do their jobs. This is a brief story of an engineer using it in place of his field notebook. I wish the article said what the app was. I am presently using Notes+ for note taking, when I need to write rather than type.