What kind of role should students' desire play in determining the curriculum by educators? In order to fulfill children's all kinds of interests and encourage their passion on study, teachers might need to consider their expectation about what to learn. However, it is unrealistic to take all the students' wants into account. I hold the viewpoint that educators should not only arrange their teaching plans to make students learn the basic knowledge and practical methods in the class, but also, they need to know how to communicate and exchange ideas with the kids in order to improve effectiveness during classes.
Consider kids  who are under primary education and high school students, which means that they may be too young and immature to know what they want. Or what they want but such may be unnecessary or unworthy to be taught in a whole class. For example, there might be a kid who is interested in playing computer games, so if a teacher asks him what information he want to learn through courses, he probably treats knowledge of how to use computer as his intensive desire. Obviously, our teacher should not teacher such things about computer games during classes. In this situation, teachers should make comprehensive plans of their curriculum for young students so that they can learn lots of useful knowledge, develop a good study habit and get rid of some unhealthy information. 
When it comes to higher level students, including college students and graduates, communication on the teaching methods and contents are both important to give more effective education. To find interests and advantages, students are allowed to choose all kinds of courses in the university, which means educators have treated a student's real favor in their study. Nevertheless, some fundamental subjects, such as courses about math, culture, language, computer technology, are arranged for nearly all the students, no matter what their major is. Actually, educators are experienced professional in the field they teach, while students known little about relative information. What a student say is his or her desirable knowledge might just be his or her inquisitive that may be unnecessary to be discussed in front of all the students. So if a teacher finds out every student's expectations and includes them in the class, some students may find it difficult to concentrate when the teacher is talking about other students caring information. Moreover, the education will become not complete and ineffective.
Except from the above two points, I would like to argue that the feasibility to consider all the preference of our students. Even if educators want to satisfy all the learners, the fund and some other facilities in one school will be limited to support this plan. Consequently, this kind of educating method is hard to implement. However, a curriculum or teaching plan without any consideration about what students really want might also be a failure. Since students, especially when they are young, are most imaginative and creative, we might have obscured their thinking and behaving development when omitting their opinions of what to learn. What is worse, a student may lose heart on study if his advice is often ignored by his teacher, and he or she may consequently generate negative emotions towards learning. In a word, the appropriate communication between teachers and students are significant to improve both teaching and learning efficiency.
In a nutshell, educators need to know how to communicate with the students in order to make the class more efficient. And at the same time, more important is that they should arrange their teaching plans and contents according to their many years' experience and knowledge about their specialized field, which will guarantee most students can receive a comprehensive and useful education.