Steven Ceraso

I can relate David, I think recognizing students that have this kind of attitude right away is helpful. The question is why they would have this preconceived attitude towards the subject matter from the beginning. I teach some studio art and courses to graphic design students which may not seem like an essential part of the curriculum to them at first.

For example a student who is training for a career where they will be working with specific software on a computer might not understand why it is so important to understand how to draw with pencil and charcoal on paper, it is possible they were never introduced to this practice in the past and their work on the computer will suffer because of that lack of foundation. They usually can't make a connection in terms of how this will help them

I have improved over the years by showing the historical context of the work, understanding that the methods and techniques used in the past are important to master and understand because they give us a strong foundation in understanding how the technology has evolved within the industry.

I also explain to them how drawing is a form of creative exercise which can help them in all of their future visual graphic design work. Drawing is a great way to analyze and understand how to render three dimensional space on a two dimensional surface. Getting them to understand why carrying around a sketchbook as an immediate form of recording ideas is something that will help them succeed. I stress that drawing is like a muscle that deals with vison, you train, practice and grow.

Mary Rojas

Communicating to the student that he is still going to be required to come to class might as well make the best of it.

Gary Meers, Ed.D.

Charles,
This is a good point as it in the end is up to them. They need to realize their it is through their effort and self discipline they will be successful.
Gary

Gary Meers, Ed.D.

Charles Cooper

As in "Teaching With Love and Logic", put the responsibility back on them. Mention how rotten it must feel when they get rejection letters for job applications because they simply didn't care enough to learn the relevant material while in school.

Susan Shimrock CHEP

I enjoy teaching in a quiet environment with full explaination of course outline

Gary Meers, Ed.D.

Helena,
This is the human factor at work. You are expending time and effort to get to know your students as individuals and then providing them with support as needed.
Gary

Gary Meers, Ed.D.

Helena Bergamin

During a one on one conversation with a student, I try to find out what motivates that individual in general. Then I try to connect his or her motivation to the material that he or she needs to learn. For example Mathematics course. I discover that the student is motivated by financial security. I would show that by learning how to calculate compound interest correctly he or she can achieve financial security.

Gary Meers, Ed.D.

David,
Not sure how to answer this question because there are so many variables to address in relation to the student. If a student is forced to go to school by family, courts, etc., and does not see any value in being in school then it is almost impossible to get them engaged in the learning process. Also, if they have been forced into a career area that does not appeal to them there will be challenges. What I would suggest is that you do your best to show the student that you respect him or her and that you are willing to work with that individual but success in the course will be up to that person. If they chose to fail that is a choice they have to live with. In situations like this is the student disrupts the learning of others I will remove that person from the class.

If your failure rate is growing for a number of students then it is time to reflect on your instructional approach and try and determine if you can make any changes that will get the students back on track and engaged in the course.
Gary

Gary Meers, Ed.D.