A lot of our students have other things going on in their personal lives that can become a road block to success; it is our responsibility to show them the prize at the end of the road and that they need to look inside and see where they are lacking in their own education. I will teach them what they need to know but them they need to learn and use that information.
Some strategies I use when dealing with students who always blame others for their lack of success is to let them know that they can be just as successful if they make the effort. Of course its a one-on-one conversation. Then I ask the student if their is anything else I can do in addition to class instruction that can help them to achieve their goals. I make myself available because that student can just be going through something outside of class that causes them to act that way. Sometimes offering additional help lets the student know that you truly care about them and their success.
At the beginning of each course, I have a long discussion about "ownership." I find that it works whenever a student tries to blame someone else.
in my opinion, to be strict and felxible at the same time is the answer for a challenging students
"We are in control of our failures." This is great way to have a student accept there behaviour and direct the behavior back to themselves hopefully getting to the root of the problem. Some people fight the idea of accepting anything. This behavior is manifested over time and more than one episode of acceptance has to occur. My favorite thought to state to my students; we all have potential, but our performance is what matters.
"We are in control of our failures." This is great way to have a student accept there behaviour and direct the behavior back to themselves hopefully getting to the root of the problem. Some people fight the idea of accepting anything. This behavior is manifested over time and more than one episode of acceptance has to occur. My favorite thought to state to my students; we all have potential, but our performance is what matters.
When I want a student to take responsibility I ask them to look at both/multiple sides of the situation.
All actions have consecquences and having them discuss the topic/issue from multiple angles they concede and accept responsibility for their actions.
I notice a lot of blame shifting and a lack of accepting their role in the problem.
Hi William,
I like the idea of self assessments and peer review tools. Some students are very candid with their responses, and they will admit when they have not pulled their weight or if their partner have not pulled their weight.
Patricia
Sit down one on one with the student. Make sure you have the lesson plan and the class agenda. Student should bring in their classwork and explain to the student that the problem lies within them and you and the student will try and correct the situation. Sometimes it could be that the student has other personal issues and they are really not concentrating on school. Other times it could be a lack of understanding. I feel that communication between the instructor and the students is very important in a classroom setting.
Some of the things that I have done is to use a self-assessment and a peer review tool in my classes. My students are encourager to give an honest evaluation of themselves and others. I compile the data and present the results to the class. We have an open and candid discussion on the topic. I usually do this 3 times during the course duration as part of a homework assignment.
Hi Steve,
You certainly do a great job of putting this responsibility back on the student. I am sure you get their attention and get your point across. You grabbed my attention based on your response. Continue to raise the bar! I firmly believe you get from students what you expect.
Patricia
I like to use strategies learned in Jim Fay's Love and Logic trainings. He stresses how important it is to give empathy as opposed to sympathy followed by statements like, " Would you like to hear what some other people in your same situation have tried?" This technique keeps the ownership of the problem with the student and gives the student control in choosing the strategy he might like to try to resolve the problem. This method takes conscious effort and practice by the instructor but is very effective.
On the 1st day of class, I ask questions about things that they should have learned in the prerequisite courses. Some students will know the answers and some will not. I will point out when they learned that skill, and how it was taught.
Then I ask the entire class to be honest with themselves and answer this question in their head.
Did you understand everything we just talked about?
I tell them that if the answer was NO, then they should work on trying to relearn, or in some cases learn for the first time those skills necessary. I then outline my personal expectations for them, and it almost guilt trips them into wanting to learn what they should have already known. I want them to understand that if they aren't prepared, they may struggle because the bar has just been raised. By pointing out those students who could answer the questions, it makes the others feel like they should have learned it (they were in the same class) I think that it makes them take ownership.
Hi Brian,
I do the same thing to let a student know that their problem is not unique to them. There are students that are going through or have gone through the same thing, and they are making it or made it.
Patricia
Most of my students are in the same situation. If one uses an excuss, I can refer them to another student who is in the same boat and show them how that student is dealing with it. Show them that it can be done.
I had a student who was very mad because she didn't have her work done and therefore got no credit. She blamed me for too much homework, she blamed the school for too many books, she blamed the program for going to fast...etc.
My response to her was that I wanted to make sure she got her money's worth. I reminded her that she was paying a lot of money to come to school and that I wanted to make sure she got what she came for.
A little while later, she apologized to me and explained that she was having problems at home that were stopping her from being productive. I suggested to her that she stay at the school library and get her homework done before she went home.
I think it's good to remind them that though the behavior of others may contribute to our success, we are ultimately responsible for our own outcomes. Then put it in context -- an employer isn't going to want to hear your excuses for why you failed at something you're responsible for. They're going to ask why you let someone else mitigate your responsibility.
I also think a little compassion here is helpful, a little understanding that those circumstances must be difficult for the student. However, it is imperative to follow that up with a reminder that despite the difficulties others contribute to our circumstances, we are responsible for our own outcomes.
I stress the importance of school preparing them for their future work environment. When a student tries blaming others for his/her mistakes, I explain that in a job situation, blaming others wouldn't be acceptable, and that they need to take ownership for their actions and behaviors now so they will be successful in their future career.
Hi Amy,
Sometimes it just takes a simple firm conversation with the student to get positive results.
Patricia
The last student that I had with difficulty taking responsibility for their own success/failure was treated with a very long conversation after school one day. After a while, we discovered the root of the problem was that the student was not willing to accept blame for anything. She is one of my better students in the class now.
