Hi Crystal,
I try to help my students see every situation as to how it will relate to the workplace and would that type of behavior be tolerated or would you handle the situation as such.
Patricia Scales
I try to present them with a real world impact, say in the case of a job, or how an employer might view that attitude, and that they need to show me and themselves that they are capable of the task. They must take responsibility for themselves in class, before they can ever expect to survive in their chosen career where it similarly will be all up to them.
I rephrase the problem so that the student can see what their role in the issue is and as them for a resolution to the issue. It is important to address the issue at hand and also remind the student that ultimately it is their job to be in class that they are paying to be here is how I like to remind them.
Hi Julie,
This is exactly how I handle such students. You have to let them know firmly and privately that you will not tolerate their behavior, and the employer is certainly not going to tolerate their behavior. Students have to realize their wrong doing.
Patricia Scales
I find having private discussions with these students and pointing out how their behavior is interfering with their progress and how it will not be tolerated the their CHOSEN profession.
I have used the stragetgy of speaking with the student one on one and discuss accountability and reflection on ones self to seek out the source of the barrier that is preventing them from being successful in class.
I normally restrict that spiel to the students who need it. That's why I give a test as early possible, even if it is on the first chapter. That initial test tells me loads about who are the serious students and who are not - it's actually a very accurate predictor of identifying problem students and course results.
I allow the student time to "vent"; but then i challenge them to identify the true "culprit" Most times after some serious self examination students realize its themselves and not others that are to blame. Self actualization is an essential tool for any instructor.
Students who shift blame to others may need to examine their own behaviors. I like to try to get them to see that they alone are responsible for their success. One good method is to discuss outcome. Regardless of "blame", how does the outcome affect the student. Then, once outcome potential has been established, I like to discuss methods to help the student learn to "help" him or herself. In doing this, I shift the focus of blame to the focus on corrective action, which is the ultimate goal anyway.
One of the advantages of my classes at Concorde is that these are related directly with communication classes. When students blame external circumstances, I teach them about internal and external locus theories, usually included in all communication books. People with internal locus are those who believe they have control over their lifes and circumstances. People with external locus of control are those who believe that external circumstances or destiny are completely responsible for their fate. One thing I teach them is that they can switch their control inside or outside, depending on their willingness to increase awareness.
This is a hard area because no matter what the class, thereis always one student who falls into this category. I take the student asidein my office and explain to them that they are an adult and as such are responsible for their own actions and therefore the consequences of those actions. Just as in the workplace (and real life, we all must answer for our approach to things and our subsequent actions.
Talk to them and at the same time listen to their issues may be you can help them.
Hi Brittany,
The syllabus is truly your saving grace! You can always refer to the syllabus if there are ever any discrepencies.
Patricia Scales
This is close to my own approach, having a good set up for your class or while you're outlining syllabus is a great way to lead up to any discussions on responsibility in the future.
I haven't actually experienced this in any of my classes yet but I would try to explain that there is no one to blame but there selves in that aspect!
I usually try to tell them to be concerned about theirselves and to focus more on what they do. Sometimes I will give each student something different to talk or discuss about, then they can focus more on one topic by themselves. It's hard to keep them on focused only on them.
My experience has been that nobody wants to take the blame for when something turns out wrong. My philosophy is that failure is a part of life and you must learn to deal with it. To make my point I tell a story about the difference between a reason for failure and an excuse for failure. One is acceptable (reason) because it usually can't be avoided. The excuse can be avoided, but because of the individual making poor choices it is not avoided and is therefore unacceptable.
I have found that grouping students seem to work the best for this situation. I try to teach my students from day one to be accountable for their actions and discuss in class the importance of this.
This thread made me think of one student in particular that I have had in many of my classes. The student always have an excuse why they don't have their work done, whether it's a family issue, lack of money for transportation, too tired, don't have enough time, no babysitter, etc. I listen patiently to the same old stories, and try to decipher what are valid reasons and what is just making excuses for time management issues. However, in general, I think it's important for faculty to listen, as some of these 'excuses' are valid reasons to which we could get the student some assistance. Sometimes we are the only person that the student is reaching out to for help, and if we don't help, who will? For the other excuses (that are just excuses), we need to gently lecture the students on time management, wise decision making, etc.
I ask the student if they understand the expectations & requirements of the class and remind them of their responsibilities.
