What's the Problem?

(I will keep this post here without the dflp07 label as it really is me letting off a bit of steam but at least it shows that I am still here and am certainly thinking about the group of students I have to teach. It also means that I am going to finish off this course so stay tuned!)
I am at present supervising the end of term test from one of the final year papers in the National Diploma in Engineering. I knew from the beginning of this course that it was going to be a difficult paper for this group of students that are currently sitting it. I say difficult only in the context of the mathematical computations that are required to get the answers to the problems given.
There are only five students in this class, we are 20 minutes out from finishing, and already two of the students have left. The look on their faces as they threw me their answer sheets says it all and one even had a parting comment "that's your best one yet Dave" confirmed what I feard most - the test was too hard for them.
Was it too hard I hear you say. Well, it happened to be some questions from last year's exam paper from another polytechnic, so yes, it was reasonably hard, but it is of the same standard that this paper has to be delivered at. The final exam that they have to sit in seven weeks will be of the same level that this test was delivered at, so WHATS THE PROBLEM?
It is now the next day, and I have already marked the test. Lowest mark 10%, with highest mark 19%. I have this same group of students this morning for 3 hours with another subject.
Lets us call these five students Mr's A, B, C, D and E respectively and examine their learning needs and styles. Normally, on Friday, Mr E does not turn up as he has already indicated to me before that he can't really get out of bed before 11am anyway. Too much of a night owl he said. Obviously a classic case for "Blackboard" type learning. You know the way - have the notes available "on line" so that he can go to them when he wants etc.etc. Trouble is Mr E has told me that he dosn't have the self discipline to study by himself at home. Too many distractions he says. Well, sorry Mr E, if you only turn up to two thirds of the classes as my attendance record shows, it means you only have two thirds of the subject matter at hand so I cant see a problem, can you?
Next, we move onto Mr D who incidentily also did not turn up for today's class. This fellow sits in class without saying a word. I have to virtually twist his arm to get him to ask a question. I am in class, writing up notes and things on the board, talking about the subject matter and I ask "any questions anybody". I get questions. Great. Then I look at Mr D. "Do you understand what I have just done Mr D?", I say. And then comes that little shake of the head meaning I don't understand. I have to say that Mr D is an international student, so is understanding English the problem?
Now Mr C is a different kettle of fish. Always quick with the smart remarks which, at times can be, either ammussing or intelligent and I dont have an issue with. Not afraid to ask questions and also keeps me in check every so often. The problem with Mr C is he keeps everything to the last minute. If an assignment is due 5pm on a certain day, it will be in my postbox at or near 5pm on that day. To study for a test means he can keep drinking till the night before the test or if it is an afternoon test, then party the night before as he has got the morning to study for the test at the sacrifice of any morniong classes that he may have. Is lack of managing time the problem? Order of priorities an issue? Sorry, NOT MY PROBLEM.
Mr B is a senior student and has told me that he has an agenda after competing his diploma which is fine. Mr B's problem is that he has been out of the school environment for a while, particularly with mathematics and as such, is having to come to terms with that issue.
Last one up is Mr A. I have been told that he has a medical condition that may hinder his learning so it is understandable that this course will be difficult for him. He is, nevertheless,. copping quite well and has indicated that he may want to go to university after completing the diploma. It did sadden me that after giving up in one of the questions in the test he left a comment which implies sex and travel so Mr A is now getting a bit of an "attitude". You know the one. Sorry, too hard, put it in the "too hard basket" and not my problem.
Monday morning and here I am thinking about flexible delivery and how I can apply it to my lesson structure. The five cases that I have just described are not unique by any means but it does bring home the point that they all believe that they will pass the end of year exam by reading the notes that I give them in class, do the odd assignment sheet that I hand out and answer the class exercises that we do during the term. WRONG.
From day one, all our students get told that they get 90 "contact" hours with the lecturer and are "expected" to do 60 hours "self directed learning". So what is SELF DIRECTED LEARNING?
I remember when I was a student spending countless hours in the library researching material, doing problems etc etc. and asking the lecturer questions when needed. Our department has an"open door" policy which allows students to come to us for help when required, so nothing has changed. What I think I am trying to say here is that it does not matter what format the research material is in, it is up to the individual to be motivated enough to do that bit extra in order to guarentee success in their studies.
One thing I do know is that on a number of occasions through the running of the course, I have asked the students if they believe that they could study this material from home or at work etc, and ALWAYS, I get the response no way in hell could they do this on their own. With that in mind, I am going to sign off now and come back later with a plan to help these guys with their studies. Briefly, I believe they have great difficulty in comming to terms with the "mechanics" concept. That is, using the mathematics that they have learnt in class and appying it in engineering mechanics. Cheers.