Explain that a team style class involves everyone and get them to have conversations with their peers rather than the instructor in an effort to clear the air and produce better results
Hi Karl,
I always try to turn these scenarios from this type of student as to how it would be handled on the job. Students tend to visualize things better when you make it pertain to the job setting.
Patricia
These students need help accepting responsibility for their own assignments and activities. Make sure all assignments have due dates, point losses for lateness and/or have them work in groups to learn the value of contributions from everyone.
Hi Karl,
Whenever unacceptable behavior by a student is demonstrated, I have a talk with the student that pertains how that behavior would be perceived in the workplace, and I give them an example of acceptable behavior based on the situation and how they should take responsibility.
Patricia
In my experience students blame others because of two reasons:
1) They know deep inside that they haven't put in the work required and they're trying to shift attention elsewhere.
2) They have a genuine problem that hinders their performance (e.g. learning disability, poor background - having to work all the time) which they are embarrassed about.
In any case the most important thing that can be done in my opinion is to actually find the cause for the student's lack of success, getting to the root of the problem is half the battle. Once you successfully eliminate the reason why the student blames others he/she will have less cause to do so.
Shift the responsibility for their behavior back to them. Point out that employers don't tolerate
employees that always have an excuse for lack of performance and that they will find it difficult to stay gainfully employed.
Hi Gregory,
What an awesome exercise so that students learn how to accept responsibility. This is also a great way to teach students how to be proactive instead of reactive. Is the narrative on the internet?
Patricia
I hold them accountable for the choices they make. I listen and they usually correct themselves. I am fair, organized, and consistent, they know what to except.
I found a great narrative about a student who has to turn in a major project on a specific day at a specific time. The narrative describes various difficulties she faces as she tries but fails to meet the deadline. She fails the class and must repeat it. The assignment is to rank each character in the story according to his/her level of responsibility in the student's not getting the project turned in on time.
This makes a great individual-then-small group assignment for the beginning of the term to show the students that the responsibility ultimately lies with them. We can also discuss possible solutions to these common issues from the story before they arise for real.
Hi Channie,
How do you typically use your military experience to deal with students who do not take responsibility for their actions?
Patricia
Prior to taking this course, I usually put the blame back in the student's hands. However, I found the strategies in this course very helpful. My military experience comes out a lot when dealing with people who will not take responsibility for their actions.
Hi Roy,
Great strategy! I like to take these different situations and turn them into "imagine if you were on the job" type scenarios. Students tend to get it from the perspective of on the job.
Patricia
I will visit with the student pretaining to responsibility; within the meeting they will disclose their interpretation of ownership of fault. Through deductive reasoning and proper questioning the student begins to understand that shifting blame is lack of responsibility. Each personality demands individual communication, with proper execution this strategy does work.
My approach as an instructor is to let student know that education is a two way street. We give they give and we learn and grow together. The only person to blam for lack of undestanding is the student for not asking for more help. There should be no blaming
Hi Ginell,
It is nice when you have students that are very participative, and they participate in a way that is nonchallenging; They provide meaningful input. I enjoy this type of student.
Patricia
I try to give them real life situations where accountability was the most important aspect of the scenario. I try to make it as close to realistic as possible, most of the time relating to their future endeavors (for example, informing them how the mistake they are making or shifting blame about would affect their career later on).
I think that this objective open the door for future forums. Student that are engaged in the conversation is universal and less challenging with all of the class participation.
I see this often and truly try to just keep directing them back to them. I may say something like, "lets get back to talking about you and your participation", I guess all students are different and you have to approach them carefully in a way they can recieve the feedback. I also may have a 1 on 1 conversation with a student where I point out that this is their education and what I want for them is for them to take accountability and really own their success. Sometimes it works and the excuses stop, but not always. I just believe you have to keep turning their focus back to them without allowign them to redirect responsibility.
Everyone is held accountable in my school, from the student to the president. My first day accountability speech is taking charge of your life starting today, to make it better for tomorrow. You will get out of this education, what you put into it. Attend daily, come prepared with supplies and ready to learn and you won't be disappointed
Even though some students may have legitimate circumstaces that may warrant a second chance, I remind students early in the course to pay close attention to the course "deliverables" so that if necessary they may submit assignments early. JoAnn Hooper
