I typically pull the student aside for a private conversation in attempt to get to the root of the problem. If it seems as though they are simply blaming others for their lack of success, I encourage them to take ownership over their potential. It's a tough conversation to have, but often needed.
I try to let the student see how silly that response can sound, by providing examples of the behavior. Also reiterate they are responsible for themselves, and their own actions.
I like the way you think. I ahve a huge challenge ahead of me with my next group. I think a lot of these younger students have this sense of entitlement and everyone else around them is to blame, an idiot, or out to get them. I'll try to approach these students in this manner and see if it helps.
Hi Bill,
When you know that you gave it your all and all to provide clarity and share knowledge with the students, you cannot beat yourself up. Some students will try to put the blame on you, but you have to not accept that and know deep down in your heart, you gave it your everything.
Patricia Scales
Hi Patricia,
Awesome idea! It seems like when we relate things to money, students understand better.
Patricia Scales
For some students, I think the only effective strategy is to do everything possible to make it unlikely that they are correct. These are the people whose personalities include an external locus of control. For these people, a crystal clear syllabus and class sessions that involve them are critical. These students may still blame others for their failure, but, at least you, the instructor, will know you did your best.
I agree. After "spinning my wheels" regarding accountability, I decided to relate scores with a "paycheck". I set everyone's paycheck at $100 at the start of the week, and deducted monies everytime a student was late, assignments and projects not handed in on time, talking in class, using cell phones, etc. At the end of the Module how ever much "money" was left in their accts went toward extra credits. Only took about 2 weeks for the majority of the students to "get it" Always open for suggestions.
Hi Dr. Lindsay,
Great advice! We all have problems. Students just need to learn how to deal with life's problems so that they can achieve goals that they are working toward.
Patricia Scales
I help them realize that whatever they want out of life they have to be willing to work for and that obstacles may come in the way but you have to find a way to conquer those obstacles, otherwise you'll never be able to complete your ultimate goal.
I assign students to study groups or teams. I consider students' opinions and the city in which they live. Each student has a responsibility/assignment to assist the group in reaching goals and maximizing the potential of each group memeber being successful in the course. This arrangement encourages each student to be more responsible. Stronger, better organized, and accomplished students demonstrate characteristics that have yielded success in the past. They serve as excellent models. Peer pressure assists in keeping students on track. Peers in groups can be very honest.
Hi Lukas,
Great on the 60%! These students can be a handful. We just have to continue to talk to them so that they can fully understand they really need to complete their education for themselves. It is no magic wand for these type of students.
Patricia Scales
I've seen this quite a bit myself. Many of my students are being prodded into going to school by an outside force (parents, spouses etc.) when you compound the "blame-shifting" mentality with apathy, it becomes difficult to motivate these particular students into taking on the challenge and responsibility of, not only their education but, professional lives. I have had to have extensive one-on-one conversations with these types of students in an effort to impart on them the importance of what they are doing. So far I have about a 60% success rate with this method. Always looking for new ideas though.....
Hi Bob,
What an awesome response! I can tell you are the type of person that takes responsbility for your own actions. I like your perspective on this topic. I especially like how you would be an effective listener in this situation and how you would help the students see that they can become a better employee and even a better person overall, if they would simply take responsibility for their actions. You have a great process that I am sure will be very effective when dealing with a student as such.
Patricia Scales
I feel like the first step in addressing this situation is to start a conversation with the student about the problems he/she is having. By starting it out and listening to what they have to say, I can get a better understanding of why they are exhibiting the behavior that they are. It is important to actively listen at this point, which includes taking notes on what they are saying, and asking for clarification where need be without interfering with their delivery. Once they have said their piece, I would analyze the information they shared with me, and look for common threads among their statements. Obviously the one big common denominator is them, but the objective is to motivate them to taking responsibility for themselves and showing them how they can not only be better students but better employees and people in the future. to that end also, the discussion would come up, perhaps in a role play, where the student can see how it feels to have someone he knows is responsible deflect and blame everyone else around him, and also how frustrating it can be to associate with a person that refuses to accept responsibility and how crippling that can be in both cultivating relationships and professional growth.
Once the level of understanding has been achieved that there is a problem, then I would ask the student what he or she could start doing right now to improve themselves. I would want to hear first that they are creating a trigger to themselves so they start recognizing how often they are blaming others. I suspect most don't even realize it has become a knee jerk reaction to deflect the blame. Once they came up with a plan, I would ask them to create a time line as to track progress. Something very manageable, not a vague, long term goal but one that can be maintained daily if need be. I would also like to see meetings scheduled with me to give me updates as to how the student is progressing.
The plan becomes hearing them out, clarifying their positions, formulating a corrective plan of action, initiating that plan and following up on the progress of it. Tweaks can be made along the way to adjust the changing needs of the student.
Even adult learners seeking a new career have to come to the realization that shifting blame for their poor performance on tests or assignments have not helped them in the past and will not help them with their future goal. These students need to be accountable for their performance. Strategies I see useful in preparing them for career work is to respectfully talk to them about the behavior and standing firm on penalizing them for tardy and or missed assignments but providing an extension for documented emergencies.
On the back of one oral presentation rubric, I typed a list called "How to get an A on MY presentation." The list has first-person grading criteria. For example, "I checked for spelling errors," "I smile and face the audience," "I asked questions and got help from my instructor and/or mentors," and "I did not copy and paste content that was written by someone else."
By doing this, both empowerment and accountability shift onto the student. Once they see their grade, they accept the comments and take ownership of improvement for the next assignment.
I have used the strategy listed in the module of grouping them. I've made them a group leader who needs to report out on the progress of the group.This usually works with the expectations of their role.
i usualy give them extra assignments and put them in a position where they will need to become more responsive to the needs of other classmates in order to understand the aspect of responsibility
Hi Chrystal,
Super way to get students to see that the ultimate outcome is left up to them.
Patricia Scales
I like to use examples of successful people. Did MArk zuckerberg blame others and did he press forward despite all his hurtles. Bill Gates etc etc. The list goes on. Nobody is going to hand you success you have to earn it.
