+1
On Aug 30, 2012, at 1:59 PM, Robert Patterson <rob...@robertgpatterson.com> 
wrote:

> At this point, I recommend we all give a moment of silence to the memory of
> David Fenton. I feel sure he would have contributed something deliciously
> abrasive to this conversation. Now that he is gone, I miss him.
> 
> R.
> 
> On Thu, Aug 30, 2012 at 12:20 PM, Dick Hauser <rdhau...@comcast.net> wrote:
> 
>> 
>> On Aug 30, 2012, at 1:17 AM, Eric Fiedler <eric.f.fied...@t-online.de>
>> wrote:
>> 
>>> But I can't agree with you on this one. In over 40 years of teaching,
>> I've found the question "Why would you want to do that" — which, by the
>> way, comes across much friendlier face-to-face than in the cold world of
>> cyberspace-text — to be invaluable.
>> 
>> I agree with Robert, Eric.  The question is not productive at all from a
>> tech standpoint.  First of all, because the user has already spent
>> considerable energy trying to do it, and in getting through to the tech
>> support staff so they have built up a "head of steam" so to speak.  Tech
>> needs to bring them down and reassure them before good information can be
>> exchanged.  Secondly, the question is a paternal power play that's also not
>> productive at that point in the interaction.
>> 
>> Tech support needs to figure out what the client wants to do, and explain
>> how it can be done.  Failing that, it's really helpful (though frustrating)
>> for a client to hear that tech support can't figure out how to do it.  At
>> some point in the conversation, it might be useful for tech support to find
>> out "why" but only in the context of improving the programming and only
>> after the client has been served.
>> 
>> I do agree with you, however, that in teaching the question is sometimes
>> useful.  Explaining why you think something is sometimes useful in learning
>> more about it.  Particularly if the teacher is open minded enough to
>> empower the student as opposed to forcing the student to adopt methods
>> without exploration and integration.
>> 
>> 
>> Dick H
>> OlyWa
>> 
>> 
>> 
>> 
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