I am fairly opinionated on this matter, having dealt with it for so many years. In the on-ground days students sometimes tried to shift the blame to the "dog" who ate their homework. In an online environment this is more than likely shifted to the student's internet provider, for example, or a storm, or health problems, etc. This is a difficult one but quite frankly I usually feel like I have to take the high road and I make relatively few exceptions for this type of blame shifting. In the case of an internet provider I gently explain, as I do in the course expectations, that it's the student's responsibility to find a back up means of connectivity. I also explain up front that I need to be contacted IN ADVANCE of any other types of circumstances. Usually this approach does the trick but there are times I have to maintain a bit of a hard line when these expectations aren't met.
Ken
Hi Michael,
Great response! Our students learn from doing! They are professionals in training, and it is okay if they mess something up while in training, we can correct it before they enter they work world.
Patricia
Hi Reginald,
I applaud you for getting to the root of the problem. Once you pinpoint that help is needed, and you provide help, the student has no one to point the finger at.
Patricia
I asked them certain questions on the spot to see if they know the material or not, then I find out what they need from me to help them be successful.
I always like to let the students from the start know that when they can identify a mistake that becomes expierience, and to get learning and expierience is why they have chosen to go to school. But I also ask them to let me know if something is not right or they have brokrn something it is not the end of the world and it can be fixed. If they fail to let me know then that is a real problem, they either did not do the job correctly and did not know it, or just poor workmanship.
Thank you for the "Ownership Spirit." I find I am revisiting ownership and responsibility quite often.
I don't think that I have met any students who always blame others for their lack of success. I have met co-workers who did this and I tried to point out that people are responsible for their own success. So I guess I would have a one-on-one discussion with a student that had this opinion and try to explain how success is theirs to obtain or not.
I try to throw back the problems that students have back at them and remind them that there was a reason that you signed on to school. Not because they want to live their lives with problems but because they want to better themselves so that their problems can change.
Near the first day of class we talk about professionalism in the culinary industry and in class and how accountability is one of the best traits to have; mainly to show them that it is okay to make mistakes as long as we learn from them (learning opportunities).
Great idea! This is a superb method to handle adult students in the unemployed workforce group to see the value in education as well.
Hi Walter,
Great eye opener! Students have to learn how to be accountable for their own actions.
Patricia
This student is not "centric"...i.e....does not take responsibility for their courses of action. I find this a lot. A student with this defect is typically, not a high achiever, as they are defeated at the start. I get students to analysze their role in an unsuccessful situation and point out choices that were available that could have resulted in a more successful outcome. Whne they find out they had control of the choices, they become aware they are not captives to circumstances - rather, they control them ( to an extent )
At this point, I have not encountered that situation, but would be open for any suggestions in case I do.
I like to use several different approoaches. The first approach is asking them directly, why they are blaming others for something that was in their control. This type of self-reflection helps to turn the finger pointing outward, and turning it inward.
In many cases, this starts to help them see that I know better, and that I see they are blaming others, when they should be focusing on themselves.
Another approach I use is to assess the assignments, and making sure there is an "individual" responsibility section. It helps to be very clear that the only person they can blame for their success is themselves, and no one else.
A third technique I use is to have a one-to-one assessment of the work they did, and look at the grading rubric that was shared with the class, and work through it piece-by-piece. If they start to say that they did not get the right help - we start to talk about "initiative" and that they are surrounded by support mechanisms.
A final technique is to use "if you could have done it differently, what would you have done?" By asking them what they would have done differently, this gets them to think about what they did or did not do, and how they can apply that to the next situation.
Hi Michelle,
Great example to use! I like how you try to get the students to see that they are in full control of their actions.
Patricia
Hi Rob,
I fully understand! I let my students know all the time you do not have to be a product of your environment, break the trend.
Patricia
many students do have a crummy home. it is easy to blame something else or themselves just because that is what they are used to. it is very important that i try to break that thought process and get these students thinking a little bit differently. If i can get a student to stop playing the blame game for everything, then i feel like i have accomplished something that semester.
Our school has a very similar student services department, and it can be very helpful to our students. I had to chuckle to myself when I read your example because there was almost an identical situation at my school, and I remember just shaking my head when I discovered that the student had not called any of the places that could have helped her.
When asked why she didn't call she too responded with the no phone excuse. I was livid! I don't know how I kept my calm, but suggested she use someone elses phone, and then offered her 50 cents to use a pay phone if no one would let her borrow their phone!
Sometimes it seems like babysitting and I wonder if we don't go out of our way too much for some students; but I guess you just never know where their turning point is going to be. We certainly do what we can to get them to help themselves.
Hi Jean,
This is very common where I teach - many adult learners with families and jobs. I try my best to encourage them, and let them know I can relate (I work full time, teach part-time in the evenings, am currently enrolled in school myself to further my education, and have a family too!). It is very demanding but also very rewarding, and aways worth the hard work. I give them some examples of ways to help themselves by planning ahead and working on a schedule. I also try to give them some tips - such as finding others in the class who have kids and forming a study group; when they get together, the kids can play in one room and the students can do their assignments. Another tip (which a few of my students really liked) is to record the class (on tape or ipod, ect) and instead of listening to the radio to and from work, listen to the lecture
I agree with you 100% Jennie. This is the case for at least 1/2 - 3/4 of the students at the school where I teach. Fortunatly, the school is very aware and tries to support and teach the students as well as the faculty. The school is very succesfull with a very happy instuctors, and I think this is because they don't ignore this fact - we all work together and face it head on to ensure the success of the students.
