John Chronister

We need to stay cognizant of the time we spend on one student when trying to ‘crack the shell’ versus the time we spend educating the rest of the class. Their must be a tipping point somewhere and once reached, we need to take a different approach.

Patricia Scales

Hi Toni,
I've experienced students who had hard to crack shells. As educators, we have to continue to pry so that our students are successful.
Patricia

Toni Bond

I disagree. I feel that sometimes the "shell" is harder to crack at certain times. I try to be encouraging and get to know the students.

Patricia Scales

Hi Robert,
You have made some valid points. As educators, let's do all that we can. Continue to try to make them see the importance of a higher education.
Patricia

Patricia Scales

Hi Bryan,
I've experience this in my 20+ years of teaching. We must do the best we can to help them become/stay focus.
Patricia

Bryan Godfrey

At the adult-ed level, I've found that there's always a reason for students being in school, no matter how unusual or trivial it may be/seem. For instance, in speaking to one student, I learned he was only in school to please his grandmother, who believed he was being too lazy and just sitting around at home. I have found that getting students to state out loud why they are in school is an important step for them: not only for their own understanding, but for mine. Once I know a student is externally or internally motivated, I can tap into that knowledge and give advice accordingly.

Occasionally there are students who seem to be merely "wasting" money, but even for that there is always a reason. Perhaps they are biding time, trying to decide on a life path. Perhaps they are running from something else, or someone else. Perhaps they merely love school. Whatever the reason, being here is a student's right, so long as they are willing to play by the rules. If we take the time to hear why they're here, we also gain the ability to help them decide to stay (or not!).