Unmotivated Student.
Some students are attending school simply because they are force and don't hold a desire. What a good way to motivate this students
Hi Barbara,
Right you are about family support or the lack thereof being a tough nut to crack. The families often with hold support because they don't want their family member to be too successful even though as you say they voice it. I spend as much time as I can with these students trying to show and convince them that they can make it, hard though it may be, with no or little family support. Little successes early on in the course really help them to see that they can complete the course and create a future for themselves.
Gary
I am always surprised at what little support some students get from their families. Sometimes the family requires them to do for them before they encourage the student to meet the challenges of getting their education. As much as most families want their child to achieve more than they in terms of education, some of them thwart the effort to get ahead especially when they haven't done this themselves. That's a hard nut to crack.
Hi Jill,
This is what keeps us coming back to the classroom day after day. The times when we can really impact the life of a student. Thank you for sharing this wonderful example.
Gary
I had a student like this and when I had a consultation with her I found out she couldn't read very well. I was shocked that she made it into college and realized how the system had failed her. She has lived a life of failure and so her unmotivation was really just defeat. Taking the time to get her a tutor and help motivate her on why she choose this field really made a difference in her performance.
As always, the issue seems to be aboout balance.
Unmotivated students are continually challenging.
There are often times, personal or psychological rasons why a student in disinterested. I agree that is important to be sensitive and perceptive to such students, to establish a rapport of trust, and to be perceptive to student needs and deficiencies. Students sense this and usually respond positively. I also agree, however, that students must behave as adults and take responsibilty for their own destinies. A delicate balance between support and academic/professional expectations must be maintained. Excessive nuturing or excessive cold cut demands can be equally damaging.
Hi Evan,
This is a great approach for working with students that are in need of some kind of support. Your calendar use is great because it shows them small steps they can accomplish to get to their goal. This way they don't get overwhelmed by everything. I call this the answer to the age old question of "how do you eat an elephant?" Answer, "one bite at a time". Students need help with understanding this concept so we don't lose them.
Gary
I ask them to meet me for an appointment on the phone. Usually, I find that the reason they are not motivated is because 1) they feel lost or 2) they are overwhelmed by factors outside of class. If they are lost, I ask them to bring me a list of specific issues that they want to address. By doing this on the phone, they get a voice and personal attention. If they have other factors outside of the classroom, I try to get them to see how great of distraction their classwork can be. It is structured and they have control of their own "destiny" (for lack of a better term). I have a calendar that I downloaded and I work with them to fill it out with small manageable steps that they feel they can accomplish. This helps get them back on track and gives them structure. Meeting little goals leads to meeting big goals. Success breeds success.
Kira makes a great point here. I observe time management issues as a key reason for student failure. I try to help them when I can by helping them develop a study schedule.
Ed
Gary,
I have found that providing individual attention to students that appear unmotivated tends to unleash information pertaining to the reasons behind this. Many times students may have underlying events influencing this sort of problem but they do not realize they are projecting it or how it is impacting their performance.
As instructors we must address these issues yet refrain from becoming "pals." Mentoring these students should be our goal and as you have stated, if they do not come around, focus on those that do.
Hi Richard,
We use the same techniques at my school, but it is a phone call before the class ends. It didn't seem to work. Students didn't want to talk to you so wouldn't anwser.
Then I got a phone with text messaging. Now, I amost never have to call someone, they will text even if they won't call. They will text to say they are going to be late, or that they are sick.
This seems to be with in most student's comfort zone, and it has become an amazing tool. My students will ask questions in a text message they may have forgot to ask in class. I can send group messages as reminders for important due dates.
The funny thing is most of my students will not use their portal, but will text.
Hi Richard,
You have expressed the ways an instructor can reach out to a student that has dropped off the radar. As you say these follow ups can produce amazing results for many students. Even though they are adults these students that have life events that cause problems with their college success need some support and encouragement to keep them focused.
Gary
I think a reasonable question could be why they are seemingly unmotivated. Obviously one cannot get personal, but I've found a little effort can open up a lot of information. My school requires us to contact those who are missing days--emails and, after 2 weeks, phone calls. Occasionally one will respond that a family member is ill/has died, they've been robbed, have car trouble, are too broke for gas, etc., and are very stressed.
I make it clear that I'm not a counselor, but we do have ones available, and I encourage them to use this resource. Also, within the scope of their one email, I also show that I've listened to their problems, sympathize as appropriate, and make some basic suggestions ("if you think you're being stalked have you contacted the police?" was a recent one). About half the time that's all it takes for an amazing response. They are thrilled somebody cares and in many cases they then return to class.
Recently I gave a new freshman some very simple ideas about how to cope with college (get enough sleep, make a plan, break your work down into scheduled small tasks, etc.). I don't know what it will do, but this can't hurt. These are things they often don't know, and as I said a little effort can go a long way.
Is all this outside what most colleges expect? Yes. Does it matter? I think so. I just wish somebody had reached out when I was really struggling. If done in a professional manner this may be all that's needed. And if it doesn't work then at least you know you've tried.
Hi Kira,
You hit on a very important point concerning student success. Students have to acquire the experience and maturity to move mentally from high school to the high stakes world of career preparation. With this move comes responsibility and they are going to have to have that if they are going to be successful. I like your direct first day approach to laying out the ground rules for success.
Gary
I also have difficulty with some unmotivated students, but I have found that what I view as lack of motivation is often times a difficulty with time management or my class being the first time they have to be responsible for their own actions. My class is an introduction class and so it is usually one of the first classes they take. They often do not realize that they will have to track their own schedule and assignments. When I have a student that skips an assignment, I will often approach them and they will give me excuses such as, I wasn't here last week, or I didn't know it was due, or I looked online and couldn't find it. These students often think that I should send them reminder emails or that if they aren't in class the week before they can have extra time. In highschool this may have been true, but not in college. I now talk about responsibility the first week and have students sign a syllabus contract agreeing to the rules and schedule of the class.
I agree with this thought. I had a student once who was failing because she rarely came to class, wasn't able to perform the necessary competancies, and didn't seem to care about anything. I spoke to this student privately and asked if I could help her. She responded positively to my concern, worked hard, and by the end of the quarter, was able to pass the class. It made me feel happy because this student could have dropped out and not be able to achieve her career goals.
Hi Diana,
Students that know their instructor cares about their success work harder at achieving success. The extra attention you give is so important in helping students to build self confidence and realizing that they can be complete the course.
Gary
I find that the students who are difficult to reach are the most appreciative of the efforts I make to reach them. The ones who have to repeat my class, for whatever reason, I give an added amount of attention and positive feedback and many of them respond with enthusiasm and new found interest in the subject.
Hi Rochelle,
Individual attention and discussion with them works well. Talking with these students and asking them where they are coming from and how you can be supportive of them often helps. Once they see that you care about their success even though they don't really want to be in the class or school can win them over a little at a time.
Some students will never come around. I try with them but if they don't respond I concentrate on those with whom I can make a difference and help them achieve their career goals.
Gary
