Listen to their story and encouraging them to take ownership and responsibilty for their professional and personal attributes.
Sometimes in Culinary school, the students work in groups. However, they each present items made in class as individuals. Some of these products are composed of multiple smaller components such as a cake with layers of cake, icing, and garnishes. When I'm grading these products and there is something wrong with them, some students blame their partner. I always ask if they knew there was a problem with one of the components before they presented it to me. They generally admit they did. In this situation I explain that it's their responsibility to amend the situation OR be prepared to take the hit when I grade it. A true leader will assess the situation and rectify it, not blame the other people involved. By doing nothing, they show that they don't care enough about their grade. Who's fault is that? Certainly not the other group members.
I confront the student, saying that we are not blaming others. We are going to focus on what you can do, and how I can support you in being successul.
I give many talks about taking responsibilty for our own action, and no blaming is allowed in the class. As soon as it starts I cut the student off, and say, stop....think about what you are going to say....no blaming. I want to hear what you are going to do to prevent this from happening again.
I thinks some students get so used to blaming others because they get away with it. I let them know that, that blaming does not belong in our class.
ASk them how to resolve issue so it may not happen in the future.
Hi Amanda,
I too try to relate the situation to professionalism/employment. It works more times than not. Some people you just cannot get through to them. This has been the most effective I've utilized. If this works more times than not, continue to use it.
Patricia Scales
I try to be tolerant, patient and understanding. However I remind them that they are responsible for their course work not others. I also ask them if I can or anyone in the school can be helpful to improve.
I agree with advising and reminding students that they are the responsible for the payment of their education and that it should be taken seriously.
Dealing with "blaming" students is difficult. I try to show the student the other side of the situation, and relate it to professionalism and future employment requirements. It doesn't always work... Any other suggestions?
I currently have students working on a group project, some have come to me to complain that a particular student is not participating. What I did -was the next day to the entire class I announced that this is a group project and made reference to working in groups in jobs as well. What will happen is that a natural leader will start to take control of the group, that is expected, but it is expected that everyone will need to participate. I remind them that if they want a good grade on the group project they have two choices, make the project as good as they can with the individuals that are willing to do the work, or have the project suffer because of certain members. I also have them submit with their group project and evaluation of how they worked together as a team. They also evalute their own participation.
Students who blame others need to learn to take responsibility for part of the outcome. I try and get students that it can be a combination of probelms that has a negative outcome. By taking responsibility for the behavior then the probelms can be resolved.
Hi Janice,
I really like this tactic as to how you put the responsibility on the student so that they have no one to blame but themselves.
Patricia Scales
Some of the strategies I use were mentioned in this unit. Breaking the class into small groups works really well. The pressure to be responsible for one's own work is put on the student by peers. It really brings to light those students who were prepared for the day and those who weren't.
I have also met with those students one-on-one to discuss their challenges and have them come up with a strategy to meet these challenges. This was, I'm not the one who is coming up with a plan for success. I'm only reviewing their plan. I then schedule follow-up meetings to check on their success. Students who continue to blame others either struggle to comply with their own plan or see that they can accomplish things and make changes.
Hi John,
Students need to and want to know that we genuinely care about them.
Patricia Scales
this is a topic I deal with quite often..I always hold the student accountable and remind them that returning to school is a choice not a mandate...I have found that one good way to reduce this is by allowing students to voice their concerns directly to me and showing empathy
Hi Harrison,
It is normative control, but this is certainly true. We must do a fine job of preparing our students for the real world. They need to learn how to take responsibility for their own actions.
Patricia Scales
Have the student look at themsevles before point the fingers at others
Use real life examples.In the trades we are teaching here our work is allways in the open for all to see, work we have done with our own hands, not somebody elses.What you see is what you did. It doesen't work in real life and it's not going to work here.
Is that normative control?
Hi Kathy,
Great idea! I prefer to do this type of counseling one-on-one. I tend to see positive results and more receptiveness when it is done individually.
Patricia Scales
It is important that these students are held responsible for their actions. Having a one on one private discussion with them about what is really keeping them from succeeding might be an interesting discussion. What is there role in it? What can they do to shift their actions to be responsible for their successes or lack there of.
If there are several people in the class where this might be a problem, maybe facilitating a group discussion or having them break into groups to contemplate how to take action in your own successes .
Kathy
In our hands on course, they have specific requirements that need to be met in order to pass.
It is highly encouraged to bring their syllabus and course manual each session. We refer back to each question that is asked.
Several tracking check intervals are done.This has helped all know where the students are in their couse standing. Course instructors and the director know the status of the students progress.
We started setting goals earlier. This gave them less time to procrastinate
In some situations where the student couldn't get the certain patient that they needed, some sharing of patients happened.It is a win win for all as they benifited from teaming up in a peer teaching element.
