My focus on dealing with students who shift blame to others is to teach self reflection and goal setting. In all my courses, I require a periodic self reflection and often provide a tool for the students to use. Questions on the tool include a version of what the individual student could have done differently in the course to improve their learning success. Then based on the answer(s) require that the student set goals and activities that they are soley responsible for. I review the self reflections and follow up to ensure that the student is learning their role and responsibility in their own education. If a particular issue comes up where the student or students are upset and blame others for the outcome, I use this type of format during the discussion with the students involved.
Hi Phil,
Students will ask this question. I professionally and tactfully let them know that it does not matter who made the decision, but it must be adhered to or else. This is certainly not a question an employee wants to ask an employer.
Patricia Scales
Through a series of questions,such as "who made the final decision to _____________?" It is sometimes possible to re-focus a student.
Hi Diane,
I like how everyone plays a role in trying to keep everyone in the learning zone and out of the vortex zone.
Patricia Scales
On the first day of class, I provide a framework for navigating through the course material by showing students that they will either be in "the learning zone" or in the "emotional vortex". The goal is to stay in the learning zone for as long as it takes to achieve successful learning outcomes.
We agree as a class that we all slip into the emotional vortex at times and that we will help each other move back into the learning zone.
When a student starts shifting blame to others for their lack of success, I nudge the student in the right direction by pointing out that he/she has slipped into the emotional vortex. I then provide a safe path back into the learning zone.
It's still up to students to decide when they want to exit the emotional vortex (and what exit path they want to take). Most of the time, when they realize where they are, students willingly come back to the learning zone.
Hi Rochelle,
What a way to go above and beyond to get students to see that the ultimate responsiblity is theirs, and there is no need to point the finger at others.
Patricia Scales
My strategies for dealing with students who always blame others for their lack of success depends on the student; however, I always begin with an individual discussion.
Most of the situations I've encountered are due to family-oriented issues. I teach night classes, and most of my adult students have children, jobs, or both. While I am empathetic to the issues of raising a family and working, I have to probe a little deeper with each situation relative to also combining those responsiblities with going to school. The issues they raise often go back to them re-evaluating why they are in the program to begin with and how we can work together to address time-management issues.
Other situations are related more to a lack of personal resources, (i.e. computer,internet access, etc.). Again, in discussing these limitations, students begin to realize that better time management and helping them discover alternate technological resources can help them overcome their obstacles and continue to be successful with their assignments.
Acknowledging these students early has been key in helping diffuse this type of student behaviour. Once students realize that reaching out to discuss these issues can result in a plan to help resolve the real issue, as opposed to blaming others, they tend to become more accountable and proactive.
I typically question a student about the situation with a suggestion; for example:
A student came to me and said she was absent and didnt have the assignment prepared. My question to her was
"when you called you Margaret (a fellow classmate) what assignment did she say we were working on?"
By asking her this question, I am not only suggesting that she should have called a classmate, I am also suggesting there should have been a response.
Remind them I'm not asking for an excuse why they were unsuccessful, but a solution to resolving the issue. Asking them how I should resolve the issue for them, usually opens them up to realizing, they may be the only one that can resolve it themselves.
Hi Michelle,
I agree! As a child your parents teach you if you did it, you own up to it.
Patricia Scales
I explain to students that they have to take responsibility for themselves. Ultimately, they are solely responsible. I do believe personal accountability is a learned trait.
Hi Chanda,
I too dislike whining and complaining. I believe in speaking with the appropriate person to decrease whining/complaining.
Patricia Scales
Hi Dianna,
I've seen this happen. This can be very unfortunate to those who pull their weight. I tell my students I want to know as soon as possible if someone in the group is not pulling their wait so that I can judge accordingly and hopefully the innocent student doesn't suffer as badly.
Patricia Scales
As a new instructor I have heard a great deal about previous instructors who have left the institution for one reason or another. I hate whining and complaining. When studetns do this I confront them on it and ask "And what did you do in response to not feeling as if you were taught the material? Did you pick up your textbook and study on your own or did you sit back and just complain?"
I have tried having these students work in a small group or partnerships on projects or lab assignments. While for some of them this was helpful, for others it caused their partners to not do well on the assignment because they didn't have a dependable partner.
Hi Rose,
You are right! This is the whole pyschology behind this tactic.
Patricia Scales
I like that suggestion, Patricia. That is a good way of having them "own" the responsibility. If they are evaluating someone, I am sure they would want a good evaluation from someone else which would make them work harder. Thank you, Rose Velasco
Hi Rose,
A talk with the student is always good. I also like to get peers to evaluate each other when they do group work.
Patricia Scales
Explain to them the consequences of not taking care of their responsibilities. Offer assistance to get them on the right track.
Leon Guendoo
I have in the past had them do projects with another student so they could see how important it is to "do their part". And at the same time have had them blame that other student. Talking to the student and basically having them "own the responsibilities" of their part is the best thing to do. ask them how they would feel if their partner made them do the project without any help.
