Thank you so much for sharing "Ownership Spirit". I also tell my students that we need to be liable for our own mistakes and that we will make mistakes and it is ok to admit, fix and learn from our mistakes.
Hi John,
You are right! Students have to be met with privately to discuss this matter. The intructor has to have a great sense of understanding.
Patricia
In dealing with this student, it is important that the instructor have consistant class expectations in place for absenteeism as well as for timely assignments and tests . Students who shift blame to others, or other outside issues, create a pattern for themselves that is difficult for the instructor to control.
Some of the tools discussed in this module; assigning teams, giving a short quiz or asking for student output where each student may be asked to reciprocate are useful tools for making the student accountable for their participation in the class.
If the student continues the pattern it is important for you as instructor to meet individually with them. The meeting should show your empathy for their situation, however the main emphasis of the meeting would be to establish their responsibility and accountability for their own success.
Working with these students can be very challenging for the instructor because the student always seems to present another rationale or justification for their not meeting a deadline, not fulfilling a course requirement, or just not showing up for class.
I've used a variety of approaches to handle these situations but each one starts with "listening" and then work with the student to develop a mutually agreed upon plan to overcome the "shifting blame" dilema.
I wait until I recognize the blame-shifting as a pattern, and then I try to counsel them, one-on-one to accept responsibility for their own actions... In addition, students from different cultures view start times and end times as suggestions - for their adherence!
I have also dealt with this issue in the workplace - it is more difficult there, if you do not have any authority over the offender...
First, I set standards and maintain them. Last assignments are not accepted unless the student makes prior coordination. Our school policy requires the student to notify the instructor by phone or email if he or she isn't able to attend class. True emergancies are the only excuse, such as accident or hospitilaization. Deaths in the family may be excused, but notifcation is required. Students are provided written course standards, a syllabus and due dates of all assignments. No assignment is accepted late unless excused or prior arrangemenets are made. In most cases, if a student has to miss a class, the assignments must be turned in before the due date. Late assignments are zero and students cannot drop after the 20% date. The rules are explained and enforces university wide. Students have no one to blame but themselves if they fail to follow the rules. The strict rules don't allow students to pass the blame and meetings usually short stop any who do try.
First I discuss personal success with students when there is an issue with several students, in class. If it continues I discuss one on one with individual students about the issues they are having in acheiving goals. I ask if they have attention issues, personal/home distractions, etc. And then try to accomadate the issue. If it is that they are just bored I look at how I am instructing the class.
I love the "ownership spirit". Thats what i am trying to get across. You're statement there just let me give it a name. Thanks
Hi Meggan,
Some students will take responsibility and others won't. We have to make those won't see how it is their fault by continued conversations.
Patricia
That's a great approach. I do have some students who will come right out and admit that being late (etc.) is their fault. I have many more that blame every little thing or person that they've come across during the week.
I see a lot of excuses every quarter. I'm sometimes amazed at how students don't want to take any responsibility themselves and blame everyone else. To these type of students, I usually reiterate the class expectations, or my grading guidelines/policies. I usually try and sympathize with them, but remind them of their responsibilities. If it comes down to it, I tell them I have to hold them to the same standard as the rest of the students in the class. I have to be fair to those who turned work in on time, etc.
Hi Martin,
Absolutely! A private setting works extremely well with these type of students. They are much more receptive one-on-one.
Patricia
I try to talk to them privately and show the flaws in their argument, but don't embarass them in front of their peers. Individualized attention seems to bring out the truth.
Hi Larry,
Great way to instill confidence! We need to continue to think of creative ways to uplift our students.
Patricia
Hi Donald,
I agree! You are your biggest competitor!
Patricia
I tell the student that the only person he or she is up against in class, or in life is him or her self.
When dealing with students that blame others, I like to begin with minute ecouragment transposing into small responsibilities.Resulting in building confidence to a level until they respond to themselves & building their own confidence.
I would set up a private meeting with the student. I would discuss my concerns about the student and their performance in the class. As the begin to blame others for their performance I would re-direct them into discussing how they might improve. I think that it is important to listen to these students and their rationale, as they might open up and discuss some real issues that might be truely be affecting their performance in your class. However, what the meeting should really focus on is developing a plan for improvement.
In my experience I have had a number of students who complain & blame shift their lack of understanding about pharmacology & pathophysiology. In many cases these individuals blamed the school or their instructor. In response to these individuals I have had them devide up the content of classes of medications, prepare a summary of the essential learning needed & share their work with the entire group. In doing this activity all the students had the opportunity to develop & working over view of the material. By doing this two goals were met. First, the students had the material they needed to meet course requirements as well as the core elements they felt were missing in their learning peocess. Second, they had no one to shift blame to & as such were now accountable for their own learning.
I explain to the student how much they have been responsible for the successes in their life and try to relate this to the fact that we are in control of all that happens to us outside of a natural disaster.
