Students in Class that don't truly want to be there.
The biggest issue I deal with are two similar groups of students:
1. Students whose parents are forcing them to be in school.
2. Students who are only in school because they get benefits or government grants while attending. They don't really plan on going into the profession.
So in an earlier post I mentioned that I am all four management styles. I start out as a Controller and then eventually Apathete to the students above and I'm Buddy and Guide to everyone else.
What are some suggestions for ways to stop being so controlling or apathetic? It seems so hard to draw in students who sometimes verbally say "I don't really want to be here, I'm just here to get my money" or "I'm only here because my parents will kick me out otherwise".
Professor Jackson,
I am new to the Career (Vocational) College environment. I have been an instructor for over 20 years, but in the profession before I retired. My students were my peers, motivated with certain challenges. I stepped into the program director / instructor of a criminal justice degree program from a previous person who was their “Buddy.†I not only have to deal with correcting student behaviors, but develop the curriculum that was not left behind for my use.
I am working through some students who are on their GI Bill, and the others on student loans. Because of their behaviors, I started class one day with the number $28,500 on the board. I asked them what this number meant, and one student stated it was the tuition cost to attend the program. I told the student they were correct and asked the class why they would waste that amount of money for an education if they were not committed to the program. I assigned them to write a paper in APA format on professionalism in the academic environment, the work environment and in their personal lives. I stressed to them that I was there for them, that I chose to be there to share my experiences and provide them with inside knowledge of the profession that I never received while I was obtaining my academic education.
The technique worked especially with my veteran students, who understood the necessity of decorum in the classroom and on campus. That was 3 months ago, and they are beginning to slip back into their comfort zone. This course has wiped off the dust from my tool kit, and reinvigorated me to instill a decorum f those few adult learners who has yet to accept the responsibility of accepting their role in the academic process.
I was unaware of the ability of an institution to have this kind of authority. I am going to bring this up with the administrators as this is the most frustrating aspect of being a teacher. I find myself unwilling to help a student after having a student tell me their not going to use the skills or education that they are receiving.
Hello, Darron. You are right. We never know when our good efforts might give a student the thing he/ she needs to spark interest in our subject. Five years ago a grad was honored at our school for great accomplishments in our field. At the reception he introduced his father. Dad took my hand and said, "you saved my son's life." Obviously the son had come here ready to do his best and focus on his growth. When he did,we were here and ready to help that happen. I must remember that some who don't seem interested may be ready to turn that big corner at any moment. -- Gary O. Ackerman
Cammie, to be blunt most students do not want to be in school. Some are just better at accepting the necessity of school to achieve their goal of a better life. As long as you have access to any student you have a great opportunity to get them to see the value of their time in school and their time learning from you. Make it about what you have to offer them versus just their time in school.
James Jackson
I have experienced the students who do not really want to be in school. I have found it helpful for the student to pointing out the benefits of the education, and the careers that they can pursue. Continually reminding the students of the short and long-term goals they will be able to achieve with the education, seems to keep the proper motivation for the students.
I cannot tell you how many of these types of students with this mentality have come through the doors of my classroom, only to leave halfway through the term, or move through the entire program simply because of attendance in classes that prevent them from being dropped. It is probably the most frustrating part of the job of an instructor when the apathy of these particular types of students can negatively impact the overall atmosphere of the classroom. I have found that with this type of student, if you can manage to capture their attention, even briefly, on some level that ties into the lessons/competencies/expectations, then the possibility of having them begin to show a genuine interest in the remainder of the lessons and the overall program, will increase. BY combining all of the management styles and utilizing them at the appropriate times and circumstances, the potential for changing their perspective increases. It doesn't always work, sometimes it seems as it doesn't work at all, when there are so many of these types of students enrolled so often. BUT, there is and are those students who do change and become interested, if only for a time, and your efforts may have been the deciding factor in that change. No class is ever without it's challenges, specifically the type of student that you describe, but we as instructors have the responsibility to deliver the educational experience to everyone, even the ones who don't want to be there for whatever reason.
Tracy, my first comment will not be what you want to hear and I doubt your institution will like my comments but federal regulations demand I make this statement. If a student has come directly out and stated they are there for the money they should be removed and their funds reimbursed. Federal dollars are critically scarce and many students who will make use of those dollars do not have access. I understand this is out of your control but shame on any institution that allows students to take classes where they have directly stated the money is their only interest. That being said, I have seen many examples where a quality instructor can make a big difference in a student that just does not understand the benefit of a quality education. Remain diligent in getting to know more about your students and focus your attention on where they want to be 5 years from now. Help to paint the mental pictures where having a degree is the best way to be independant and to be able to provide for themselves and their families. You will not make a differene in everyone but you will make a difference in someone and that alone is worth the effort. This is yet another quality of a guide, always remain diligent in delivering a positive message and do not allow your personal concerns to get in the way of your academic message.
James Jackson
