INLS 210-36: USER EDUCATION

MANN'S TYPOLOGY OF UNDERGRADUATE STUDENT LEARNERS

(From Mann, R.D. et al. The College Classroom: Conflict, Change and Learning. NY: Wiley, 1974, cited in Joseph Lowman, Mastering the Techniques of Teaching. 2nd ed. San Francisco: Jossey-Bass, 1995)


Mann and his group studied a number of college classrooms focusing on underlying emotional development. On the basis of their data, they generalized students into a number of "types." Although group generalizations risk glossing over significant individual variability, some people find these categories useful in trying to analyze and understand a learner population of undergraduate students.

The Mann group divides the students into the following eight types and indicate the proportion of their sample within each of these categories. The types in order of the frequency the researchers found are as follows:

Anxious-Dependent Students. (26% of the sample)

Excessive concern about grades. Want to learn exactly what the teacher wants them to know. Want any definitions given to be spelled out word for word. They are often distrustful of the teacher and expect unfair practices and "trick" questions. They combine high anxiety, ambition, and suspiciousness and may hae a low opinion of their ability (Actually they had the lowest SAT scores of the 8 groups). During tests, students in this category often look frazzled and will stay until the end. Their work is frequently unimaginative or erratic. They prefer a lecture to a discussion and may memorize details but often lack conceptual complexity. They want black and white distinctions and clear right and wrong answers. The instructor may be tempted to be impatient but it is not the right approach with them, rather it is to be supportive of where they are and encouraging to help them expand their range.

Silent Students. (20% of sample)

These students, although they do not speak in class, are very aware of how the instructor behaves toward them. They want a close relationship with the instructor but are afraid that the instructor does not think well of their work or of them. They respond by silence. The biggest mistake an instructor can make, according to Mann, is to ignore them. The instructor should make sure every student receives attention. Do this by smiling at individuals, walking to their part of classroom, making eye contact, etc. After one or two initial classes, extend a personal invitation to come by the office.

Independent Learners. (12% of sample)

These students take what the instructor has to offer and pursue their own goals at the same time. They are comfortable in doing what is asked. They prefer a seminar or discussion format in class and are high participators. They make friends with the instructor easily. They are the ideal, mature student. Often found in juniors and seniors rather than freshmen and sophmores. If the quality of the instruction is poor, they may be the ones to act as spokesperson for the group's concerns.

Attention-Seeking Students. (11% of sample)

These students come to class because they want to socialize. They are fond of discussion. Their social needs predominate over their intellectual needs. They are pleasant to have in class and capable of doing good work if they learn they have to work well to be well thought of by their fellow students. They like to organize group review sessions or group parties. They are the socio-emotional leaders. They are easily influenced by others and need to be encouraged to focus their attention on intellectual issues. They are easy to motivate by giving them attention.

Compliant Students. (10% of sample)

These students are teacher-dependent, conventional, and highly task-oriented. They rarely question the teacher's control. They come to class to understand the material and often prefer a lecture to a discussion. They speak in class to agree or to ask clarifying questions. They usually do well on exams but are unlikely to show independence or creativity. They are content to support the status quo and not to question authority. The instructor can help them by encouraging them to make critical comments on papers and to contribute to discussions.

Heroes. (10% of sample)

The heroes are like the independent learners. They prefer to do independent, creative work. They are anxious to have the instructor notice them but often fail to deliver on their initial promise. They are erratic, optimistic underachievers. They initially excite the instructor with their intensity and their grand plans but disappoint later with their poor execution. They probably have some underlying hostility to authority figures, according to Mann, or they are unable to commit to a goal. They miss class a lot. They love discussions but can be annoyingly argumentative and often stake out a position without having done any of the assigned readings. These students sometimes settle down in graduate school, often become late bloomers. Although they argue for independence giving it to them rarely improves their performance. It is better to channel their energy into structured assignments. They need special handling. To motivate these students, maintain good relationships with them.

Snipers. (9% of sample)

Snipers are hostile to college teachers and filled with cynicism. They have very high expectations and a positive image of self but little hope that the world will recognize the quality of their work or give them a fair share of rewards. They are habitual rebels who sit as far from the instructor as possible and often comment with cutting remarks. Usually, however, they only make an initial sally and then retreat. Mann says the instructor should control his/her temper as with the anxious folks and ignore the hostile tone of the comments but respond to whatever in the comment he/she can find that is positive. Smiling and seeking these students out doesn't work as it makes them uncomfortable and they will try to distance even more. Best approach is to make long comments on their papers and wait for a chance to strike up a personal association later in the course. They may actually desire closeness.

Discouraged Workers. (4% of sample)

These students show a depressed, fatalistic attitude to themselves and to education. They believe they have little control over their learning. They may have worked hard in the past and feel burned out. These are often older students who do not find learning pleasurable. Instructor should provide written compliments on their best work and seek out opportunities for face to face conversation.