I teach in a culinary program. Students regularly blame equipment and product for their mistakes, or they simply make no effort to solve problems. Often I demonstrate a cooking method, showing them how to do something correctly with the same materials, thereby letting them know that it's possible to be successful. Also, I remind them that they want to be managers, or restaurant owners and that they will not be successful if they don't start by taking responsibility now, when their job or livelihood doesn't depend on it.
I ask them to give me a percentage of how much responsibility they were responsible for. This helps them own-up.
I ask them to tell me who the problem is and what they're doing to make it difficult / impossible for them to succeed, and then start talking about ways they can get around that "other person's problem" so they can succeed despite them. Telling someone to "take responsibility" and "own the problem" is often too abstract for students who are settled into blaming. Once they start to see that even if it is "someone else's fault" they can still succeed, they start thinking in terms of overcoming the "other people" for their own success.
There are some, not all, but some students who can not take responsbility tfor their own actions (or lack thereof). You are right in stating they have probably done this most of their lives and gotten away with it. The "It is not my fault" song is most annoying. Students come to me with all sorts of excuses. Everything from a computer crash to no daycare, homelessness, no bus money ect.
We are fortunate to have a Student Servics department at this school. They are wonderful resources. Just 2 weeks ago a student who is on attendance probation stated she was having childcare issues. She was whisked down to Student services and walked away with 4 childcare options, two of which were free. She was absent again 2 nights ago and when she said it was childcare, I called her on it. I asked about the references she was given and she stated that she had not followed up on any of them. I let her know that if she does not act upon the resources she was given, she would be withdrawn from the program. She said, she would but her cell phone was dead. I let her use my office phone and immediately handed it to her and stood there while she made the call. Problem solved. I am of the mind that if you eliminate all of the hurdles they throw in the way, they will either be sucessful or it becomes painfully clear that they just do not want to succeed. The students blame no one but themselves when they are removed from class.
When students have issues, we also document our discussions and have the students sign advising reports. They are acknowleding the problem, the expectation and the consequences. I have not heard anyone say "I did not know" after this. It is also very handy if they complain to the academic dean or campus president, because they did not get their way and they want to "Blame" me or their classmates.
Some students always want to say it is someone else's fault that the item they were working on wasn't done on time/made correctly. I explain that each person is responsible for the product, if you disagree with someone on how it is going, you need to voice the concern to the group before going on.Everyone needs to take owership and if 1 person fails to, then the whole project could be a failure.
No employer wants an employee who doesn't take ownership of his/her work. I explain to them that while you may get a job, you won't have it for long if you cannot accept responsibility for something you have/haven't done.
I find that these students really just want more attention. Positive or Negative, this student will be able to get extra attention from everyone around them.
In the situation of a student blaming another for
taking credit for thier work, I simply ask the student to replicate the product again.
This will give the student the opportunity to have practice with the assignment and turn in an item that is improved from before.
I utilize the stategy of 1000 questions. When a student "blames" someone else, I begin to ask questions regarding why the other person is at fault. Each question prompts an additional question until the student identifies that they are ultimately the one who is to blame.
Hi Ceola,
Thank you for not giving up on students! I can tell you are a great motivator, and you sincerely care about your students success. To change one life is to truly change a nation.
Patricia
I agree with you Students need to be responsible for there actions from the start of there learning
My first approach is to speak to the students
to find out if they are in need of any special
assistance, like tutoring and to assure them
if they have problems, feel free to come to me
don't be afraid to ask. Sometimes the shifting of blame may be do to a lack of knowing how to
communicate what they need especially if they see
other students doing well. With adult students,
I find it best to keep things real and upfront,
no fairy tale stuff. They need to know they must
study, do the required work and if they run into
a road block, this is available to help you.
I teach a subject that requires skill and knowledge. Sometimes, the skill part is difficult to apply but I don't give up on the student, motivation is the key.
Hi Marc,
I like how you make it known up front that they are not allowed to point fingers at others. You are teaching them for every choice there is a consequence. If I were your student, I would not walk away and leave my product unattended due to soley understanding what could possibly happen.
Patricia
I will let them try on there own for a day to evaluate there abilities.
I have students that do practical work and try to blame others in the room for incorrect product. I always let them know on day 1 (and before a project due date) that they are soley responsible for the end result. This includes if they walk away and something happens, they chose to leave that area. If it is incorrect, they have the option to redo work but shifting the blame is not an option in any circumstance. If something happened to their product while it was unattended, it was their decision to walk away and they need to understand the outcome in point deductions
Remembering that these are adult learners and not children can be the first hurdle. You cannot change them, but you can point out your perception of how they come across and let them know that maybe they should step back and see what other people see. Part of being a productive adult and getting along in life with others has to mean you are willing to accept responsibility for your actions.
Hi Herb,
Normally, a private conversation will resolve things. Students must be told they must take responsibility for their actions. Some are real quick to point the finger at everyone else.
Patricia
In the few times I've had to do this, I've just had a private conversation with them. I tried to point out that everyone needs to be responsible for themselves and that most people have "bumps" in the road. I use some personal examples and/or examples of other students that I've had. Usually it's a wakeup call for them.
The arena where I find this surfaces most often is with group work, specifically group projects. When students prepare for and write a mid-term or final it's difficult for them to blame others for their lack of success. They are flying solo.
Sometimes, when it comes to participation and communication, students will say things like "there are five to seven people who always talk... you can't get a word in edgewise". What I do is call upon these students more frequently as the term moves forward.
In this way if they are prepared they will slowly begin to work on skills which are essential in the workplace. If the student who complains about others "monopolizing discussion in class" (or my favoring some above others) is called on and is not prepared this attempt to shift blame to others crumbles in on itself in future discussions between the student and I on a one-to-one basis.
As mentioned, students tend to want to shift blame most frequently when it comes to group work. What I ask students to consider is how much (if anything at all) will be accomplished by themselves when they undertake their chosen career. They all agree that group or "team" work is a necessary condition of success in the marketplace -- some simply want to have nothing to do with it in an academic environment.
What I've found useful is to provide teams with an opportunity to provide me with feedback (face-to-face) on the same night I hand back their group projects. It is important for them to write something down that represents the collective thinking of the team.
I hand out a 5" X 7" card and task them with responding to two questions:
1) Do you think the grade the team received is fair and why?
2) What, specifically, will your team do in the future to insure an "A" effort on the next group project?
I let the team work for 15-20 minutes on their responses; then I meet with each team and go over their report and responses to the two questions. I have found that having the student team respond to these questions collectively (and then meet with me as a group) closes off most of the tendency to shift the blame to others.
Hi Jeffrey,
It sounds as though you do a thorough job with your students about taking responsibility for their own action. Anytime a student is not taking responsibility for their action, I point it out to them immediately so that they can understand at the very moment.
Some stategies I use in dealing with students like this are opportunities for students to grade each other. Often when students realize that they are going to be graded as well, their attitude tends to shift.
Bobbi Bricker
On the first encounter I will not say anything I like to see if there is a pattern forming. I will ask other instructors that have had this student and see if they act this way consistently. I will then councel the student about owning their decisions and that if they plan on being sucessful in their chosen vocation then they need to take responsablity for the actions they take. I due recap the days events and have my staff recap the day and assigments on a daily basis. In our school we talk form day one what a leader needs to do and that in our field you have to be a leader we train you to run operations and people will be looking to you for answers. If they push blam to others then the trust factor will be lost either by the teacher or in the future their employees will not trust them.
