Quote:
Originally Posted by JaneYoung
I'm not a fan of the word, stupid. It is a heavy word that has been lobbed at many young people's heads over time and I've been around to see the resulting effect, beginning in an elementary math class. I'll never forget the look on my classmate's face when our teacher used it on him, followed by a ruler to the palms.
This is a good thread. The topic is excellent and it is wonderful to listen in and find nuggets of wisdom in the posts. Some of the responses have triggered another topic and that is regarding the use of sarcasm when mentoring. I've found that those who use it, defend and support it. I've also found that sarcasm can create misunderstandings and defensive stances. If that is the goal of the mentor, then I ask why? If the use of sarcasm as a mentoring tool opens up thought processes and encourages development in the area of thinking and using common sense, then the mentor who wields the tool is wise and careful with its use.
One of the skills that I do appreciate is the use of humor as a mentoring tool. It, too, can be applied in a heavy-handed manner that shuts down communication or, it can be applied with a deftness and skill that leaves an impression much like an, 'aha, why didn't I think of that', moment.
Regarding the word, stupid. I like the word, awareness. Lack of awareness and understanding moving towards becoming more aware and working towards a deeper understanding. This thread is creating that opportunity.
Jane
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Stupid is a harsh word. Calling a specific student (who does not know me well) stupid is something I strive not to do. Sarcasm, however, is a tool I tend to employ when working with students. I think sometimes students need that humorous response to take criticism. Yes, sometimes students can't handle the sarcasm because they think I am mocking them rather than showing them to laugh at their own mistakes and then move on. Those students need to learn that lesson most of all.
Additionally, sometimes a defensive stance is a good thing. A student should be able to defend their design. More often than not I will tell a student to prove that something will work. I make them defend their logic and explain their thought process. Even if I know they are right or wrong they usually discover the answer to the question, "will this work" on their own. My sarcastic response of "prove it" usually leads to a much better understanding of a concept than me taking the time to explain.
(Obviously, this does not work on all students all of the time. There is a fine line between educating and frustrating.)