Many of the traits discussed in this module are difficult for the instructor to 'heal,' shall we say. Habits such as blaming life situations, etc., are engrained from early in childhood and often enforced by parents through modeling, or simply not stemming the behavior in the child. The adult educator has a challenge on their hands, then, when a full-grown adult sees the instructor as not taking their 'problem' seriously - as the module points out, there can be damage done to the student who has a legitimate complaint and is not believed, but there can also be great friction between the student who has no legitimate grounds, yet truly believes they do, or at the very least holds it against the instructor for not believing them.
I think the module explained it well by saying there can be solid criteria in the addenda by which all cases are 'judged' in a . . .at least somewhat . . . . unbiased basis. Depending on the situation, this criteria puts ownership on the student to provide proof of life intervening, instead of simply relying on the instructor to make a judgement call and impart empathy or not.
Try to help them realize that no matter who is to blame, the blame is still there and it is theirs to deal with. I also try to use show success and blame on the same level. If you are responsible for the successes you must take responsibility for the failures as well. Accountability is the key.
Students always looking to blame others for their lack of success I feel has a lot to do with the fact they are not living up to the instructor's expectations or their personal best and don't take responsibility for their success, or lack thereof. I would discuss with the student how blaming others is a waste of time and energy, and help direct them to be more positive and shift their time and energy into seeing how they can better themselves.
Jayme,
I agree about helping the students see the connection. They just don't get it sometimes. The whole concept of being held accountable is a totally foreign concept. It is so sad that they have to learn such an important question so late in life.
Sara Donevant
Hi, Time management does seem to lead to many problems for our students. It also increases stress which can lead to anger. Taking a postive approach by acknowledging the problem and making some reasonable suggestions for dealing with it is a very positive approach. Lyn
I give lectures in self responsibility and accountability
Due to the diverse ways I break up assignments there is ample opportunity for both individual and group work. This creates in effect a work contract that they are responsible for. The majority of the time students who are unable to work with others or try to blame others can be shown that their own actions have put them into their situation. When issues arise I will take the student aside and show them their work on all types of assignments and patterns inevitably form. I've yet to have a student successfully make the case that it was someone else's fault because the evidence is overwhelming.
Ah entitlement. Awhile ago I found this to be the bane of my classes, but since the recession haas hit so hard I find my student population has changed.
Hi all, my online students are less likely to blame others in the class than they are to blame themselves, or extenuating circumstances in their lives that get in the way of student success.
I try to be flexible when " bad things come up" but also write back with a specific plan to catch up that includes specific deadlines, too.
Sometimes students tend to blame each other during group work. When I introduce a group project, I tell them to think of me as the project manager. I set the requirements of the project, the expecations, the deadlines, etc, but I am the "go to" person if things get confusing or tense. This is what a project manager would do. Knowing I am there for questions during the week and before the deadline seems to help. And I do suggest solutions and suggest them to the group as needed. Lyn
Hi Jerry,
You syllabus is a great reference tool...it is nothing like being able to show this type of student the information in the syllabus.
Patricia
Hi Jerry,
You syllabus is a great reference tool...it is nothing like being able to show this type of student the information in the syllabus.
Patricia
One stategy is to refer to the syllabus and class calendar which specifically identifies expectations. Another is to organize discussion or projects into groups - to encourage responsibility and follow-through
Hi Glenn,
You are right! During my tenure of 21 years I can count the students on one hand who are simply not good fits. If they are not a good fit, it is best to part ways.
Patricia
As instructors for adult learners, we get a cross section of the population. We do get difficult individuals. In this case it sounds like you took the right steps. This student's behavior needs to be addressed at the top levels. He may not be a good fit for higher education.
Hi Carrie,
Teaching is definitley a lot like parenting, regardless of the age of child or student. It baffles me to know how adults are unable to problem solve. We have to be mothers and fathers too to our students is what it seems like.
Patricia
It is absolutley amazing to me how much alike parenting my 2 year old is and teaching some students! That is definatley something i did not anticipate, but am getting the hang of finally. I have learned a lot from them on how to handle my kiddo and vice versa!
we actually do have an attendance policy, but he was somehow able to say under the limits by the skin of his teeth, and my course was only for 3.5 weeks as opposed to 10 weeks so he had only 7 periods with me. I do think however that he is still having attendace problems this term and is soon going to go over his limit in only the first month of classes. Is it bad that i hope he is going to be gone before i have teach him again? he is really giving the new instructor he has a hard time as well and has had many advisings, i just hope that there isn't some retaliation on his part when it happens! I have brought it to the administration, i hope they take it seriously as well! I never thought i would have these kind of worries being an instructor for adult learners!
Hi Glenn,
You are right! Thank you for being there for your students. I am sure they appreciate you. Sometimes we simply need to just listen. Listening can make a big difference.
Patricia
We have an orientation class for new students as well. However, some students just need a little more help in understanding how to manage all the things going on in their lives. Sometimes, it just takes a little of my time to listen to the student and guide (lead) them into making good decisions about their unique situations.
Hi Glenn,
I know our students do have a lot going on. You gave them great advice. At my institution, all brand new students must take a seminar that teaches them about study skills, time management, overcoming obstacles, etc. The seminar has proven to be very effective.
Patricia
