Claim: When planning courses, educators should take into account the interests and suggestions of their students.

Reason: Students are more motivated to learn when they are interested in what they are studying.

Write a response in which you discuss the extent to which you agree or disagree with the claim and the reason on which that claim is based.

When students choose what course they would take, one of the factors they consider is whether the class will be interesting. This interest naturally leads to motivation. However, many students may not understand what subjects fascinate them. To address this issue, educators should consider what areas of study interest their students more and, in turn, create more engaging courses.

The idea that students are more motivated to learn when they are interested in what they are studying is not without merit. If students are interested in the material, they want to learn more about it, and this desire leads to more significant effort on their part. However, not all students learn the same way. Some learn better by seeing or doing something, using their hands, or discussing the material. When students do not have the opportunity to learn through these means, then they may lose interest.

Additionally, if students learn material that they find uninteresting, they may stop learning, even if they do a passable job. For example, when students begin a math class, they may be excited about learning formulas and equations. Still, as the weeks pass and the topics become more challenging, the student may become frustrated or bored and stop trying. Some students may lose interest after only a few classes, while some may give up altogether.

Another problem is that students often do not know precisely what makes them interested in a subject. Sometimes, a student may be interested in a particular issue because it was recommended to them or because their friend has taken it. In other cases, students may discover a new interest on their own. Sometimes, this interest comes during class, when a professor presents new material that the student finds attractive. In other cases, students may discover a new interest when they begin researching a topic on their own. If students do not know what subjects interest them, educators may inadvertently create difficult classes for many students. For example, some students may have no interest in art, but they may enroll in an elective art class, only to discover that they are terrible at art.
Teachers may believe that they are selecting classes that the students are interested in, but this is not always the case. Instead, educators should encourage students to take courses that interest and challenge them, and these teachers should also encourage students to explore new subjects on their own.

Finally, students’ interests may vary from semester to semester or year to year, and educators must keep this in mind when developing their curricula. If students take several classes in one semester, they may lose interest or interest in a particular subject. For example, first-year students in college may be very interested in science, but they may lose interest in the matter when they reach sophomore year. In this situation, educators should encourage students to take classes that interest them. While educators should not force students to take courses that are not interesting, they have a responsibility to ensure that students take courses that challenge them.

This claim can be supported in part. Students who choose classes that interest them are more motivated to study, but educators must also consider their students’ interests and learning styles.