This is difficult because usually the reason is that the student who is the "blame shifter" is unwilling to point their observations and persepctive at themselves and even if the teacher realizes this, the student may resent the teacher for doing so. I have found that if I convey concern to the student (privately) and ask them what I might do to help them be successful, it will serve to make it obvious that I care and that i am also aware that there is a situation and I am not only aware of it, I am also choosing to address it without shining a spotlight on any personal problems the student might have. In this knowledge, I usually get to the root of the real problem and work with the student to resolve it, always conveying positive regard to them during the process.
This is definitely one of the toughest issues to deal with. For some students there are no consequences that are enough, failing the class is not a motvator to them, it is simply a chance for them to start blaming the instructor for their failure.
Maybe a conversation with peers could help, but again, it may also just be a new group to blame. Some of these student have never been forced, in any area of their life, to take responsibility or face consequences.
we explain to them that it is the responsibility to be at extern sites, its like a job.
I handle the student one on one they cant always blame their lack of success on other people, they are also told to worry about themselves and that they should not let anyone interfer with their education
One of the very first lessons that I teach my students is that of personal accountability. I make sure they understand that they are responsible for themselves and only themselves. I can only teach them if they let me and accept what I teach. They can only be controlled by others if they allow someone to control them. They have control over how they act and react to everything. We come back to that point many times throughout the class.
I use the “Love and Logic†approach. The techniques are directed for a younger age group but many of the techniques are effective for the students I have of all age groups. Post your expectations, describing how you will run your classroom somewhere in the room, or even in the syllabus. This is effective in creating an atmosphere where they are certain of your expectations and they can reference during situations. Using the Love and Logic techniques redirects the responsibility back them and not the instructor or anyone else they point the blame to. When we can train ourselves to react in a logic sense allowing them to feel that we care creates a better educational atmosphere and prepares them for their future success in life and career.
I like to listen to the students concerns and then try to break their concerns down to them so that they can be successfull I tell my students I want them all to succede
I like to help them understand things easier. Seeing why they want to blame others. I also like to help them with whats bothering them if there is a problem.
I had a student who blamed the course itself for he lack of interest, saying that she wanted to learn about criminals and murders (the class was general psychology). So, I shifted the course and covered that material. To my surprise she still was not interested. It's moments like that, that push me towards cynicism, sadly.
Onr stratgery i use is to tell the student to focus on themsleves and I will handle the other student. That way they's no favortism involved and it can be handled approiately
I inform my students that it is their responsibility to acheive success. They are the ones who will be held accountable in the workplace not someone else.
I focus on accountability throughout the course. I explain that we are all human and that everyone make mistakes but that we need to "own it" in order to learn from the mistake. This works especially well in the medical field because if a mistake is made they have to let the supervisor know immediately so that the patient is taken care of properly.
I enjoyed reading some of the replies of others to see how they handled these situations. You see, about two months ago, I encountered that very thing. The person being blamed was me. A student who had clearly given up and was openly and disruptively inattentive told me privately, "It's not you; I just don't like your kind of instruction." When I asked for a specific example to help me understand where I was going wrong, I received, "No, it's not you. It's me. You're a good teacher, but I don't do well with your style of teaching." The student was almost accepting responsibility but was still shifting the blame to me. Since big money and customer satisfaction was at stake here (I told the student), I had no choice but to see if I could help get a better kind of instructor, which meant meeting with my department chair, who had previous dealings with the student, it turns out. The student stayed in my class and the meeting helped a little. Unfortunately, it took praise for an essay the student finally handed in the last class to convince the student that maybe I wasn't the problem and that I could have helped improve some writing skills. The main thing, then, I did right was demonstrate to the student that I wanted what was best for that student.
The syllabus is indeed a good avenue for handing some responsibility. At one of the institutions where I am employed, we even include a statement that students are responsible for understanding assignment expectations in addition to statements about timeliness and late penalties.
First, the student should not be allowed to do that repeatedly. Second, it must be pointed out to the student so he or she is made aware that blaming others cannot be tolerated. My strategy would be to point out the negative in reference to the blame and then finish up the talk by drawing the student's strength that will promote the idea that he or she is capable of accomplishing the task at hand.
I tell them that they cannot control the actions of others but they can control thier own and they need to do what it takes to be successful, even if others try to stand in their way or present them with challenges.
I make the expecations clear in the bginning and throughout, so they know what is expected of them and the understand that they are accountable and I will hold them to those expectaions. They also need to understand what acountable means. Many do not since they have never had to.
I too have had problems with this in some of my students. It seems that no matter how many times that you try to relate their education to what life is like in the "real world" and what employer expectations are going to be, they just don't seem to get it!
I usually tell a story about children who argue with each other over "who started it" I tell how if children are not taught to accept responsibility for their actions and admit their wrong-doing that they eventually grow up to be adults that will never admit to wrong-doing. Since perfection is overrated I tell my class it more than ok to make mistakes, it is expected. But recognize those mistakes and own them !!! I explain that blaming someone else for one's mistakes is not necessary, it is irrelevant and mostly just dishonorable. Own your own mistakes so you can grow as a person. I see and hear alot of positive feedback whenever this discussion becomes necessary to have with a class.
Hi Debra,
I like how you poise questions to the student so that they can understand the responsiblity falls upon them.
Patricia Scales
