To remind them that they are ultimately responsible for their own success and that they will face obstacles throughout their lives.
I do this by using myself as an example, I will intentionally make errors, own up to them and then correct them. I find that this eases the bruising of students egos if and when they have difficulties with an assignment as well as showing them how to correct them.
For the most part, I tend to find this problem occuring to the students who work in group settings. They will blame the " weakest link" for the groups failure but never acknowledge the fact that they themselves never tried or would not assist with the lacking part of the project. I try to remind them that in the end it was group effort & even if the work was divided out evenly, it was ultimately the group's responsibility to get the assignment done correctly.
I feel very strongly about what Particia said
Hi Eric,
We will always have these type of students. These students need to be spoken to privately about learning how to take responsibility for their own action. This type of behavior will not be tolerated in the work world where fingers are pointed at everyone else.
Patricia
Honestly, there's always a student who prefers to blame others on their own failures. But a way I use to make the student realize his/her fault is to assign individual projects and hopefully the student understands that he/she is fault for his/her own failures. If the student still doesn't realize/understand the situation I would personally try to hint to the student then at last tell the student if it becomes harmful to his/her grade.
Yeah. Everytime I think I have heard or seen it all something else pops up to make me realize I was wrong. What can be a slippery slope though is when I see a student who lacks natural ability but shows enough effort that I really want to invest in their success by giving them extra attention. When they suceed it's incredible...when they blow it....that can sting.
The point is I have learned that I must be willing to put in extra effort to those who ask for or need it but at the same time I must maintain a professional distance and not take their success or failures as my own. If I do that, then I am actually letting them shift blame.
Hi Scott,
Wow, what a story! As educators, we have heard some things. Students must realize for every choice there is a consequence. Some times we have to act as parents and play tough love.
Patricia
Jayme,
I have noticed that especially with my younger students it can be difficult to get them to understand that they lie in the bed they make. I often remind them of the story of a student of mine who missed his final practical exam. He showed up about four days later and explained that he had accompanied a friend of his on a drug deal and it went bad and multiple people were killed. Then he asked if under the circumstances he could make up the exam. I said "So you are telling me that in the act of commiting a felony you were involved in a multiple homocide and THAT'S your excuse for missing the test?" His response: "Well it wasn't MY fault they started shooting".
Needless to say he didn't get a make-up exam.
This is a GREAT point. I really appreciate helping students see the connection between their choices and the consequences that come from their choices. Often, students want to point to either bad luck or one bad choice, when often its a series of bad choices that's caused them to end up in a difficult spot. They also need to understand that their choices will determine whethter they continue down a path that is getting them into trouble or whether they will turn things around and make choices that will get them back on track. Thanks!
Usually the one that gets blamed for lack of student success is ME. I struggled with this early in my teaching career until finally I spent my first day of class discussing in detail my policies on late assignments, etc. I also make sure it's in the syllabus and on the class portal so that it is in three different places. Additionally I have my students sign their syllabus so they acknowledge that they know the policies. After that it's pretty easy. I just enfore those policies consistently across the entire class and that pretty much ends and argument or blame shifting.
That solves the blame game but it still doesn't get them engaged in class so I make sure anytime I see an at-risk student I meet with them early to reiterate the policy and offer my suggestions on improvement
Hi Mary,
I have used this approach! I love it, and it has proven to be very effective. Students take everything most seriously whenever their signature is secured.
Patricia
I use the syllabus to be objective in applying the policies for the course and as a guide for our learning journey together. I let the students know on the first day of class the syllabus forms a contract between us, an agreement as to what I need to do and what they need to do. I ask all students to sign a contract on the first day of class stating they have read and agree to the syllabus. Then if something comes up later, and there is a problem with shifting the blame, I gently remind the student we agreed to follow the syllabus. What do you think of this approach? Have you done something similar or used a different approach?
Hi Misty,
As educators we should be fair. Students expect and want us to be fair. Consistency is key.
Patricia
I think the most effective thing an instructor CAN do to hold students accountable for their own actions and performance is to hold all students to the same expectations. Unfortunately, there is no way to be 100% sure of anyone's circumstances at any given time unless you are just that familiar with them. Applying grading practices and all policies consistently and fairly to all should serve as a motivator to those who want to succeed more than they want to pull one over on you! Those practices will catch up to them eventually.
This is a tricky one with older students. By engaging them in a friendly manner and telling them "I need you on this one" as soon as it happens the first time, you can usually stop it before it becomes an issue. If it continues after that one, you simply refer back to the syllabus and total accordingly. When they ask, refer them back to the first conversation in a stern but friendly manner. Bring them back in but explain "it is what it is" if they elect to continue.
Greg
I talk with the student. We discuss what is the perceived lack of success. As they discuss their problem, if I detect a pattern, I may ask them "do you see a pattern in what has happened?". I also remind them that they are responsible for their own actions. They will never be able to control everyone else's actions, and therefore, if they do the best that they are able, then that is the best that can be accomplished.
I currently have a student like this, and I have attempted all of the methods suggested in this module to no avail. Her attitude is awful, both to me and to her fellow students. She even does things to impede other students, especially those she sees are doing well in class. I have tried speaking to her privately, trying to engage her interest and have both given positive suggestions and encouragement. She works just barley enough to pass. I am at my wits end.
Carol Kravitz
Hi Susan,
It is good to instill in students to learn how to take ownership and admit when they are wrong. Take responsibility for your own action.
Patricia
Hi Patricia,
I am sure they would understand this question. It is plain and simple, they may act like they don't understand, but they get it. Students must learn how to take responsibility for their own action.
Patricia
