When I have a student who looks to blame others, I listen for their reason and attempt to validate it and then I ask them three questions: 1) How did that person or event take control over your accountability to turn in class work or study for the quiz?
2) What effort did you make to be prepared?
3) When did you begin to complete this assignment or study for the quiz?
I've read the other comments and agree.
I explain on the first day of class the expectations verbally and then show it in the syllabus, and cite the student handbook policy so they have the written and spoken version. As class proceeds, I remind them of assignments coming up.
If excuses or blaming starts with a particular student, I refer them to my class discussion and the syllabus and the supporting policies in the student handbook. I remind them that I hold all students accountable with the same policies and rules and that they (the blaming student) is no exception. I also tie it into their employment and how their employability may be seriously compromised by trying to blame others. This part takes time, but my message over time stays the same.
I tell my students that I hold them accountable and responsible for their actions, goals and their education. They chose to be here and i am here to help them succeed but it is their choice if they choose to continue and do what they need to do to succeed. Everyone will have obsticles in life but it is solely up to them to take accountablity and move through those obsticles.
Hi Brian,
Students enjoy it and retain information more when hands-on learning is involved.
Patricia Scales
Hi kervens,
Absolutely! I try to get them to understand how the ultimate responsibility lies on them.
Patricia Scales
I have had one student who blamed everyone but himself very vocally in class. We had a class discussion on this topic after some of the students complained to me in private. When the discussion started we contrasted to what would happen in industry. The other students started to contribute their points of view since it was an open forum. What was amazing was when the one went head to head with the balance of the students. It never went to argument levels but the one clearly was on the receiving end. He has been less vocal since and it appears he may be taking some responsibility for his actions.
I agree Jeff; certainly that is the way the "real world" is in the workforce. I would just like to add that while explaining this concept to students is important, for it to be effective, it is more important how it is said. Instructors must be able to communicate with students in a way that builds trust with them not show arrogance or sound like he or she is on a "power trip." Students must want to believe the message instructors want to convey.
I set my expectations at the beginnin of the course and explain that the group does well or not so well as a TEAM. That usually does away with the blame game from the beginning.
I explain that as there may only be room for a couple to have hands on,they should be rotating and watching out for each other at all times.
The only strategy I utilize for those students is to sit down and discuss the problem
that they need to take their own responsibity in life and stop blaming others and try to stay on a striaght line in life and keep going until you complete what you starting its not easy but if you believe in yourself you can do it
Focusing on accoutability is key. Usually, when you talk them through it, you can help them strip away the layers of blame until there is no one left and they have to take ownership of the issue.
This doesn't always work, at least not the first time, but I find it important to always try.
Hi Kathy,
There are some students that are angry with the world, and it's everybody's fault, except theirs.
Patricia Scales
I have had students blame their moms for not letting them use the car, their babysitters for cancelling on them, and their job for lack of time to complete assignments or for not being at school. I explain to the students that they need to take responsibility for their education. They need to have options so that when they run into obstacles they can overcome them.
There seems to be at least one student every class that the world is just against them. I try to explain at the start of class that there are factors that will make it hard to get everything completed, so they have to have a plan B. that we are here to help them succeed but in the long run it's up to them.
I think it is a default reaction to blame others, blame situations, and to not take responsibility. This kind of behavior is everywhere.
Instructors are just as bad as the students. "I taught them, it is not my fault that they did not learn it!" "It explains everything in the syllabus- if you didn't read it, it is not my fault!"
The trick is to learn how to resist the natural urge and accept personal responsibility.
For both the instructor and the student the best remedy for not accepting responsibility to to reflect with the following question: "What have I done, or not done, that may have contributed to the situation?" Of course one must try to be honest and objective in asking this question.
This can be common. One strategy I feel might be helpful is to keep students informed of their progress throughout the course. If they know what assignments are missing, what their quiz and exam scores are, and how much class they have missed, it more clearly identifies where that student is lacking in class. From there, a more directed road map to getting on track can be laid out.
Dr. Kipp,
You reminded of something my teacher in high school use to tell us. "Excuses are only good for those who use them."
Who wants to be held accountable? This is why we have opposition in the first place. So much time is spent telling the instructor how they need to get the students to be responsible. What about training for the student? Add how to be accountable to the student orientation. We can't use valuable class time getting students prepared for work. How long will I have my job if my employer had to give me a speech about being accountable?
Some students take longer than others to grasp this concept. They need training on the role of the student. I find that they are not ready to face the challenges that come with being in school. The speech then goes in one ear and out the other.
meeting with them in a non threatening environment and have the student focus exclusively with the coarse work at hand, not letting the discussion stray from the students expectations in the classroom and reinforce what is expected.
