I believe that a student's lack of motivation is often a result of a lack of encouragement or positive reinforcement. If I do not show my students that I care about how they do, they will probably not feel motivated in my class. But if they realize that I actually do care about their success, my students almost always strive to do their best. In fact, just today I had a student tell me that she was doing her assignment just for me: "I don't like this but I'll do it for just you," she said. The way I let my students know that I care how they do is by giving them all a very easy first assignment and when they do well I write "Awesome" or "Amazing" on their paper along with comments showing that I did actually read every part of their assignment. Every assignment they do well on after that I make sure to tell them how impressed I am with their work. Any projects that they are required to do will be hung on my wall so they feel that I value their work. If, after all of this, a student still lacks motivation, I sit down with them individually and ask them if anything is wrong and how I can help them. This leaves the impression on them that I notice that they are not motivated, that I care, and that I am willing to help them out because I want them to succeed. If a student knows that I care about them and believe in their abilities, they WILL do their work. That has been my experience.
Dman = David Green :D I think you are right on. The hard part is continuing to encourage and care in the midst of hostility and soul numbing apathy. I am so encouraged by one student I had last year that I worked and worked at encouraging. The student had some troubles with English and felt overshadowed by a high achieving older sister. The student barely managed to pass and this year I have seen this student work harder than ever. I asked what had changed and it was incentives and encouragement from the parents.
Yes, I started out with several students in the classes I teach who seemed apathetic and unmotivated. Because I teach math, their "act" is usually a cover for their lack of confidence in that subject. I think I am making progress.
I started out the beginning of the school year with some fairly easy math assignments so all of the students could get some early A's and B's. I also made sure to compliment each student’s achievements on the paper and also, when I handed back their assignments. Even if they miss several questions, I always try to find something positive to say and I also include helpful hints on how to solve the problems they missed. Several times I have gone over the same material the next day if I felt the scores weren’t good enough. In that case, I usually discard the first assignment in favor of the next day’s re-assessment.
Now, let me say this, I have a couple of student who appear apathetic and unmotivated on the surface, yet they always get A's on their tests. I do not spend a lot of time with these students. They are "closet" geeks trying to cover up from their classmates the fact that they are really smart. I write "great job" or something similar on their papers (I would love to start an advanced math class for these kids but that's probably for next year) and then move on to those that really need my help.
Besides complimenting the struggling students, I try to book some one on one time with each of them. I walk through their math papers and help them analyze the problems they have missed. Often, I compliment them on how quickly they solved the problems once we talked about the process. Sometimes I see a light go on in a students eyes and a little smile show up for a brief moment…. that's a good feeling. Sometimes, they can’t get away from me fast enough no matter how much I dazzle them with my charm. With my grand kids, I offer them money, with these kids I just let them go. They can’t go far; I will see them tomorrow in class!
Since I am a guy, I find it a little easier for me to recognize what a male student is thinking...and, I find it more comfortable and natural to give that kid a nudge or a pat on the head and say "great job!”
For girls, it's a little different. In most cases, they are usually very quiet and they don't want anyone to know they need help. It takes me a little longer to understand which ones really do need my help. I still try to quietly help them in class and in study hall but many times, I am never quite certain if they understand the concepts until I see their next assignment or test. If anyone wants to give me any advice or critique please feel free. I will take all the help I can get in this category.
This is a response to Halbin and Dman: I like what both of you wrote. It is really important that you convey to all of the students that you care what happens to them. I hope I am doing that. David, you are so right that sometimes caring is a challenge amidst the apathy. That's when I look in the mirror and remind myself that that's exactly why I am doing this. One kid that goes from D's to B's on his math assignments makes it all worth while...even if he/she seldom participates in class and ignores you in the hall.
Also, David, you brought up the subject of working with kids who do not speak English very well. It is a challenge working with these students. I have a rough time understanding if they are are not able to grasp the subject matter or simply having trouble with interpretation.
I re-read my last paragraph and thought I needed to add some additional comments. I have a couple of students in my class who speak English fairly well but do not read English quit as well. Both seem really intelligent, have great attitudes, but are making silly mistakes. When I work with them I usually discover that it is how they are interpreting the question.
In response to Don Ferguson: You asked for advice on helping girls and knowing when they need help. Girls are very difficult to help if they don't ask for the help. It seems like the unspoken rule among students is that boys have permission to not know the answer. They can ask questions and not feel stupid. They can even ask stupid questions and not feel stupid. Girls, on the other hand, are supposed to just understand. Girls don't have the freedom to just blurt out questions. I don't really know how to explain the dynamics, but I think any girl who went to school with boys can understand. My suggestion to you is to make it mandatory for everyone to speak up in class. Maybe have a specific time where each student has to say what they learned or must say what they are confused about. This will break the unspoken rules among the students that boys have more freedom to speak by making it mandatory for all students to say something in class. As your shy girls get used to being heard in class, they will become less hesitant to ask questions. What do you think?
I have few truly apathetic students (I can only think of one). I do, like Don, have some students who really lack confidence and for that reason are uncomfortable speaking up in class. I try to encourage them on their essays and engage them in class discussions by letting them perform in ways that don't require that they put themselves "out there" such as reading a poem aloud for us (instead of being asked to opine on it). I have one class of students that seems to just be the perfect storm. Lots of clowns, quiet but bright girls, and a few marginally apathetic (too cool for school) students all in one place. They can be a real trial to get things done with. However, I am trying to engage them with material that they will find more "relevant" as their apathy/poor behavior seems to be primarily the result of a perceived lack of relevance. Frankly, it isn't going very well and I often think that if I could split that class and get a few kids from my other classes with them, they would do better. However, that not being possible, I'd take input. It seems as though all the kids with behavior problems got lumped in one section.
To DMan: 1. Where are you! Call me. 2. I wholeheartedly agree that the biggest changes seem to come from parental influence and pressure. I have one student who was failing after the first 3 weeks of class and seemed completely disengaged. I got a call from his mother and two weeks later he had raised his grade to a B, was participating and enjoying class, and has become one of my favorite students to have in class and a real leader among his peers. All from mom. Thanks mom.
I have had a number of students in the past that would fall into the description of an apathetic or unmotivated student. During the reading and working with Maslow’s Hierarchy, these students tend to have basic deficiency needs that probably directly correlate to being apathetic in the classroom. These students might have basic needs of safety that are unrealized. Many of them live in broken homes where there could be some past criminal activity. They might also have parents who have uncertain or no job leaving a lack of financial security. These students are often withdrawn and what you could call loners. They have a lack of belonging and tend not to be active participator in discussion or activities. This also adds to the students’ basic needs. The lack of safety, belonging can also have a significant adverse impact on the students’ self-esteem.
To deal with these students, I first try to make an effort outside of the classroom to get know the student or demonstrate a genuine interest. It can be as easy as talking to them in the hall, saying good morning as they come in the school. These types of kids have low self-esteem and as I discussed earlier, could have rough home lives. After school they might not have a healthy environment of caring, so showing an interest as a person, not only as a student can be difficult at first, but eventually, they begin to come around.
I always try to attend as many extra-curricular activities as possible. When the kids see teachers taking their own time to support them in these activities, they will feel the attempts in the classroom are genuine and they want the students to succeed. It also gives teachers an insight into the kids outside of the classroom.
After I show a genuine interest in these kids and continue to have difficulty with them in class, I will pull them aside after class to try to get and understanding on why they are struggling. I teach both electives and required classes, so I explain to them the importance of the class in graduation requirements. Talking to them on their level is important when dealing with these students as opposed to lecturing or talking down to them. If they are having trouble with the assignments, I consider adjustments in the length if there is a true reason for incomplete work. I always try to reward effort and am more willing to work with a student who shows a desire to learn.
Response to Don Furgeson: You disussed how the lack of motivation in your math class can be tied to thier lack of understanding of the topic, and I have seen many cases of that in my school. There have been times where I have struggled with a students motivation and pull up thier grade report and see them doing very well in other subjects. Your first response as a new teacher is what am I doing wrong that others are doing right, but eventually you come to a similair conclusion that ties their lack of motivation to the struggles in the subject matter.
I also agree with your comment that we can pick out or analyze male students easier than female students. It also makes it easier to try to figure out motivational techniques for these students.
I'm glad to hear you are battling for the minds of our youth with gusto! Is it your freshman class that's giving you trouble or your seniors? I'm guessing its the freshman. All I can say is keep pluggin' away, which I know you are already doing.
I've been working like on developing curriculum for three new classes and fixing up the new house. I will call you in the very near future.
It is easy for students to be apathetic towards art and their art projects. Often they are insecure about their artistic abilities. Instead of taking a chance and possibly embarrassing themselves, they act as though it is not important and that they don’t care. I face this challenge every semester with ART 1 students. I have worked on developing projects that build self esteem and confidence in their ability to create. It is difficult for a student to fail at these introductory assignments although; I have had a few that just refused to turn in the assignments. I walk around the room and “critique” their projects individually. It really isn’t a formal critique it is more like a get to know you talk. I ask them about previous art experiences and what they liked about their project. If they show signs of apathy I try to curb it. I talk to them about what is working in their design and build up their self esteem by complimenting even the smallest things in their work. Sometimes they just need to know that someone believes in them. They want to know that what they are doing is good and that it does matter. Some students may require more encouragement than others. As teachers we must learn to be in tune with the students’ requirements or needs. I have had some of the most apathetic students turn around and become good students and artist. I have also had a few that I just could not reach no matter how hard I tried. Always remember to smile and have fun. We need to remind them that learning can and should be fun.
The first thing I do when I really notice a student is totally unmotivated to work in class is to have a one on one, non-threatening, conversation with them about what is going on. In order to attack this problem, I've found I have to get the root of it. Is it because of a lack of understanding, issues at home, issues with me, classmate issues, or any other number of things. It's simply too easy to just assume that the student doesn't care, which happens way too often, but I always attempt to see if their are any underlying issues that may be at play as well.
I feel like once I gain a better understanding of where the disconnect is coming from, I can strategize on how to deal with each indivual student. In my classroom, I try to stress to each student how important it is to me personally that each student does well in my class and that I care about each and every student's grade; not just the kids that it comes easy too.
I let each student know that I have high expectations for each one and won't lower those expectations, no matter what! Consistency is important because I will stay on a kid, no matter how many times they miss an assignment or don't want to work and I will never accept work that is below the level that each student is capable of. I think too often we just accept the way a kid is(talking about unmotivated students) instead of working, day after day, to get them out of the routine of not working into a routine where they fulfill your expectations.
Halbin, I would agree that positive reinforcement is often a problem with my students as well. I teach in an area where low-income families are the norm rather than the exception and I've found that especially with these students, that motivation and positive reinforcement is lacking. Some students that come from these home situations, don't have parents that have high academic expectations or the 1 on 1 time with their kids. I try to give positive reinforcement as often as possible and make it a point to not only give positive comments about academics but all the little things that sometimes get overlooked as well such as behavior, manner, and simply doing what is asked.
I must say that the apathy I saw in several students when I first started teaching was the biggest hurdle. I knew teaching would be a challenge but in a different way. I was shocked at the complete lack of accountability these students had over their own lives. I guess I was naive but I thought that if I asked them to take out a piece of paper and pencil all of them would actually do it. What I found out was that I needed to continuously nudge several students in the right direction. I learned that it was not a matter of who was smart enough to succeed. It was a matter of who was going to put in enough effort to succeed. My role quickly changed from teacher to a parental figure. I had to maneuver the class to make all students accountable and encourage them to succeed. To do this I setup very clear routines. Students knew what was expected of them everyday. To be honest, I got this idea from having a 2 year old at home. My class was able to run itself even when I was gone. Students felt ownership in their work and had a senses of belonging. This helped motivate them to do their work. I showed them respect by placing responsibly in their hands and showed them the path to achievement and clearly established consequences for going the other way. I can't choose success for them. They have to make that choice themselves. My role was to help them realize success was a much better path then failure. If they know I'm interested in helping them, if they see the respect I give them, they return the favor and respected my class. Another method I use is to have materials in class they are interested in. I can still teach the concepts I want but if I cater the lesson plans to their interests they will be more motivated to try. I've used this approach when I can but I admit it does not always work. And since students have different interests I can't please everyone. I try to focus this type of strategy on those students who need it the most.
I teach a photography class and I run into the same types of problems. They are too embarrassed to show their work. I like how you have dealt with the problem. Self esteem is so important and once they feel comfortable and confident they are able to grow quickly. Sometimes they just need to know that they are doing the right thing. They are so unsure that they assume what they are doing is bad when it is actually good work. I encourage creativity and individuality. When then understand that their work will and should look different from all the other students they learn to respect themselves. If you can get the whole class on board then it is a great semester!
I have encountered a few apathetic students. Mostly my first year when I taught both Jr. High and High School I found it to be more prominent in the upper classmen that in Jr. High. Now that I have taught only Jr. High for two more years, I know there are students that can be unmotivated but at this level they are much easier to refocus and get back on track.
Most of my apathetic students are not involved in anything else. They come to school and go home. I have found that if students have something else such as art, music, athletics to look forward to or drive them on they have much more initiative. However, I know that not all students are talented in those areas or have a desire for such things. In those cases, I try to find out what they do like and incorporate that into lessons as well. Many like skateboarding which is not a school-offered sport or baking and sewing. I have noticed that the more I show interest in what students are involved in outside my classroom the more they become involved in my class.
I also allow students to come in before or after school when I am here. Whether it is to catch up on homework in another class, visit quietly with a friend or just to come say hi to me in the morning. Many of my apathetic students will come into my classroom because they are really loners so they come in my room to read even though they know that other students may be in there visiting or such they feel safe in knowing they have a place to go and be themselves.
I do try to have all the students interact in class. I know this may sound juvenile but I use colored sticks for each class. Sometimes rather than call on the same people that have their hands up all the time, I pull sticks. This requires all students to pay attention and contribute because they never know who is going to be called upon next.
I also use the "Whip around or pass" game which I learned at T2T intro. This allows all students to contribute something if they know it or would like to but it also gives them and escape.
Most of the apathetic students I deal with have some other issue that is bothering them outside of school. I try to let these students know that I care whether I say hi to them in the hall, ask them about their weekend, write some encouragement on their paper, etc... Sometimes just knowing one person cares can make a big difference
In response to Don Ferguson, several of my bright students may seem apathetic when they are getting bored. I try to give them enrichment or more challenging things to work on. Other times I will have them help students who may be struggling. This not only helps the struggling student but boosts the self-esteem of the bright bored student.
However, sometimes I have to visit with these students who know what they are doing and do not apply themselves. I try to show them how this is their job right now. They may not be getting paid but they are learning valuable life lessons that they can apply right now. I also try to instill in them the opportunity to be a leader and not a follower.
After I have a talk with them I notice they perk up. I also follow-up with positive comments that I see in their motivation. However, I don't think we should ever ignore apathy just because we know they can do the work and are "closet geeks". Their apathy may have to do with something besides school.
Low student motivation is an extremely challenging problem with an even more complex array of strategies to deal with it. I am fortunate to teach in a small bedroom community of Kansas City where most parents care about and are involved in their kids education. The smaller percentage of kids that are low motivation students achieving at low levels (D and F) are the ones that keep me up at night. How can you reach these kids? Many are in shock that their grades are lower than usual and are working harder to raise their grades. The completely apathetic, don't care at all students continues to dog me. I take a personal interest and stack my stragegies up to catch them. These strategies include: 1. Getting a Star on the "Most Improved Board" 2. Winning bonus points, get out of homework free passes 3. Candy bonus for certain tasks 4. Triple A status in the school which gets you out of study hall on Thursday and Friday if you have no D's or F's and no missing assignments. These kids get to play in the gym, art room, shop room, chieftain room (foosball, ping pong, smoothie bar, hang out, Wii rockstar, etc. It is a pretty cool venue), and other places of choice that are supervised fun for 50 minutes. 5. The biggie is to find out what the kid loves and try to make a personal connection with that kid. This can take some time, but it is worth it. Some of these kids have no one that cares about them; no one to cheer for them or root for them. I am that cheerleader. Guess it's the mom in me. It still bugs me that some fall through the cracks. Some of these kids have huge problems that are beyond my control (like drugs), but I always share my information with anyone and everyone who can help and do the best I can. Don't we all??
In response to Halbin, I must agree about positive comments on student work. I think feedback in the form of positive ocmments such as "awesome" and "you rock, keep up your hard work!" can really mean something to that kid who has no one else that cares about them. They turn around because they are trying to please us. That is a cool concept. I also read a study (in one of our boring teacher books) that said that one of the biggest motivating factors was written feedback on homework and other assignments. I thought "no way". With that said, I continue to write as much as I can on the student work. They are journaling this year for me so I get a chance to ask lots of personal questions and dig into their lives. It's great. Then I can read through it, leave lots of positive comments, and learn what motivates them in the process. Pretty cool. Takes lots of time though. I didn't think this could work in science, but I have used journaling as a bellwork strategy and am learning a lot about these kids. Rock on Halbin!
Note to taajnia, thanks for the input. I see I got your attention with the "closet geeks" comment. Probably a poor choice of words. I am trying to come up with the best approach to keep the higher achieving students challenged while fulfilling the needs of the struggling students. I am not there yet...and I find myself focusing on the struggling students.
In my opinion Apathy seems to be a freshman virus. It seems to me that the only ones who continue with this behavior are the one who leave the freshman halls without the vaccine. The vaccine as many have stated is that personal connection with some one in the school building. Nine times out of ten each case can be treated with a little investment from the teacher to find the root of the problem. Those unseen extra pieces of information are vital in the every day life of a teacher. Wong talks about it in his lectures and books as that moment of surprise when the student has no idea how you did or knew that (and that’s when you’ve got them). Having discussions, going to outside events, little words of encouragement, these are all great ways to find what the students views as more important than your class at that moment.
The Quiet after the storm Nathan, I understand exactly what you are talking about when you discuss the difficulty of having a precise mix of attitudes in one class. I think that all teachers have that one period a day when we say to our selves “ Aww! Its’s ___ hr.” and many of us think that if we could do away with that time it would make each day so much better. Well maybe it’s just me but I have had one every year and it is those classes that have helped me to learn the most each year. I have a STORM class that I recently had an “Ah ha!” moment with so I will share a few things that I am doing. This class is one of my introductory classes but has the greatest dynamic of all my classes. It is made up of half freshman, several upperclassmen fitting in the course before they graduate and five students retaking the course. First off I really like taajnia’s idea with the colored sticks. I think I will adapt this idea and use it during lecture and review times. I also some times let the storm happen and then use the calm afterwards. I give the students the first 5 min of class to get some energy out, look for some guided activities such as short games or maybe a ball with information written on it in squares that where ever a students thumb lands they have to discuss that topic, like a fraction they have to reduce, or a date in history that an event occurred. Another key to this class is my presence, this class more than any other I have to roam around the room.
The main thing that I do with students that seem to be apathetic and/or unmotivated is to talk with them as much as I can, before class, during class, after class, and try to see if I can find out why they feel the way that they do. Sometimes it's easy to find out why they feel that way, other times it can be much more difficult. Once I do find out why they feel the way that they do I try to work with them to see if there is a way that we can resolve some of their issues. I try to help them see why what they are doing now is going to have such a major impact on their lives later. Mainly though, I just work to show them that I care about them and about what happens to them after they are done with school. One of the main reasons I decided to come back and teach was because I was worried that there were students that weren't getting enough support and were just being thrown to the wolves after they graduated, if they graduated. Most of the time at a minimum I can at least get a student to start showing some interest when they come to my class. They still may not be completely wanting to do the work, but they are more attentive and do perform better than they were previously. On some occasions I do have students that end up performing extremely well in my class and will continue to take my higher level classes and continue to do well. From these students I can see that they feel my class is a place that they can come and be successful, sometimes even using my room as an escape from the rest of their classes. These types of students I work with to try to get them to see the importance of their other classes, pointing out that just like in the real world, their are going to be things that you won't want to do, but you will have to do them anyway and that school is one of the best places to learn that lesson and to prepare them for what lies ahead.
One other thing that I do with the students that don't want to participate is look for ways to make the activities that we do in class different than what they are used to. If that means turning the learning into a game or a special project, sometimes this will get the student interested just because they want to participate in the activity and then the learning they receive from it becomes the bonus bi-product.
Although I do not have many unmotivated students, I find that my freshman are more likely to be unmotivated than the rest of my students. I believe that many freshman lack self-esteem, and tend to cover it by acting unmotivated and like they do not care. Because I have mixed level classes, freshmen never want to be wrong or embarrassed in front of upperclassmen. So, it is very difficult for me to get them involved in class discussions when they fear being wrong. I do pair freshmen and upperclassmen together all the time to get them comfortable in sharing and working with students older than they. I also call on every student every day to answer some sort of question aloud. In doing this, all students can see that everyone makes mistakes, and that it is totally okay. Once freshmen see a junior make a mistake, they feel much less pressure to perform. In addition, I try to ask questions to the strengths of each student. When I know an unmotivated student knows a particular answer, I will ask them that question. When they are successful in their response, I can tell the pride they have in being right. I also do not give students the opportunity to do nothing. EVERY student must participate. If they are not participating, then I make them. I have never really had any pushback from students when I force them to participate because they realize that I am not picking on them. They understand that they are an active citizen in the class, and everyone must be an active participant. This really helps get students involved, and I do this from the first day of school through the last. By the second week, students just know that they must be involved, and usually end up having a lot of fun in class.
Nathan, I understand exactly what your classroom looks like. The groups you described look just like the groups in many of my classes. Something I tried last year that has worked wonders in my classes is to break the students into groups of 3-5. This may mean that you have to be creative with how you arrange the desks and/or tables in your room, but it can be very rewarding. Once the room is setup so that everyone will be seated in the groups, then create a seating arrangement that you think will most benefit the students that you have. Try to put people with people that you think they can be successful sitting and working with. Leave these groups together for 4-6 weeks and then change them up. You can continue to do this throughout the school year. I found that by doing this I had students that soon realized there were other students in the class that they had things in common with that they would have never have talked to if I hadn't made them sit together. I will say that this method has worked better in some classes than others (but what doesn't), but it has been very helpful in all the classes that I have used it in even if it was only to a small degree.
In response to Jeff W, I agree that many unmotivated students open up when they realize that you care. I have one girl that is very reserved and doesn’t really care about school. I have worked very hard to show her that I care about her and her success. It is working and she is much happier in my class, I don’t know about others. In addition, I too use activities that students want to be involved with, so that they are motivated to participate. I love being able to reach a student, like Jeff said in a response, and catch that “ah ha” moment. When apathetic students finally realize that I’m not going to give up on them, they usually cave and realize that I am in it for the long haul, and that it’s okay that they care because I care. It really is a special feeling.
This used to be the most frustrating problem I had when I first started teaching. But I learned that establishing a personal relationship with my apathetic and totally unmotivated students in my class worked. This is done mainly by asking these students to see me during their opportunity period for one-on-one interactions. The main idea is to have getting-to-know-you-personally sessions not only to know better what is going on with these students’ lives that are affecting their lack of motivation but to make them feel that I genuinely care and that I want to know how I can best help them succeed.
Some of these students may need only one or two sessions for us to figure out the best way that they can learn and come up with agreements on how they can catch up with missing works, etc. Some need more time for them to feel safe enough to talk and become less defensive.
These non-threatening sessions can take so much time but the results are often positive. One of my “I-Don’t-Care” students turned out to be undergoing the effects of being placed in a foster home. During our first sessions, whatever I asked her about, she gave me her “I don’t care” responses said in a defiant manner over and over. Until I finally asked her whether I can help her better if I were to talk with a parent or guardian. At this point, she told me her life story and why she is in a foster home, how she is having issues in dealing with this new life, her feelings of not being loved, etc. We ended up with goal setting for her to reach her dream to become a nurse someday. Since then she has been more involved in her learning although there were times when she resorted to ditching but she always came to explain why she did not feel like going to school.
I have had my share of apathetic students and they were always on the verge of disrupting classes. But I learned that behind this façade of “I-don’t-care” is a heart-breaking story or an individual who is struggling with personal issues. Most of the time, there is really nothing you can do make their personal lives better but by showing your personal interest on their lives, even be a listening ear, you can start developing a relationship wherein you can find out how to get the student motivated.
Each “case” is different and what easily works with some students may take longer with others. But once they start working, they need more feedback, feedback and feedback on whatever they turn in that reinforces a sense of competence and meet their self-esteem issues.
I applaud your work to set up a classroom with clear expectations and routines that lead to security and communal "do it because this is what we do" atmosphere. I strive to do the same. I wonder how to keep the routine spicy and interesting. Sometimes the learning is fun and interesting and sometimes its just a grind. I am curious to hear anybodies specific examples of how they "keep it fresh" so to speak.
In response to Amanda’s’ response to Jeff. I also feel that if the students know that you care and that you aren’t giving up on them, they will work for you. I have had similar students that did not seem to care about anything. With a little bit of encouragement and positive reinforcement those students began to turn around. I have also had students that never did come around. I had an experience with one student that was starting to come around but them I got sick one day and had a sub. From that day on, he completely shut down and I could not get him to do anything. I know that the sub wrote him up for inappropriate behavior and he held that against me for the remainder of the semester. I guess we can’t save them all. Some students are just hell bent on self destruction.
In response to Kelly G It sounds like we have similar classes and teaching styles. I also have a couple of classes that with proper guidance and motivation they are self sustaining. I know that if I went into my fourth block art 2 class twenty minutes late that all of them would be working on their art projects. At the same time if I did the same with my first block art 1 class you would see students hanging from the light fixtures. The first block class is not only less motivated, but they are freshman as well. Need I saw more!!!
I am fairly lucky to have a majority of motivated students in my class. However, there are several students who are slightly more difficult to manage compared to the other students. These are the steps I have taken to motivate students and I feel that I have made significant progress with the apathetic students in my class.
Emphasize learning rather than grades. I explain to the students that they are all capable of earning A’s in the class. They all have the ability and skills to be an excellent student in my PE class. Basically, I try to build their confidence and let them know that I believe in them as students.
Whenever the opportunity presents itself, I give the students feedback as quickly as possible. This lets the student know that I am watching and have noticed them as individuals for their effort. If the feedback happens to be negative, I try to be specific as possible with them.
For the students who lack confidence or are unmotivated in school, I make the student an active participant in the classroom. The easiest way of doing this in my PE class is by having them pick teams or the activity if the situation presents itself. The student tends to feel more responsible for their actions and takes the subject seriously.
I also try and avoid intense competition among students in the classroom. Some of the students tend to be overly aggressive and this intimidates some of the students who are unmotivated in class. I always try and make the games enjoyable for every skill level involved in the activity. I will also personally pick the teams so they do not have an athletic advantage over the other team.
The building of a relationship with some of these students goes a long way. With just a little extra attention or a positive comment about their performance can really make a difference in their attitude towards school. Some students are more defensive about getting to know them but after some time they tend to put down their guard.
I like how you say that these students have a story behind their behavior or attitude. Instead of making uneducated assumptions about them as students, find out what is happening to them outside of school. Many times this will help the teacher have a better understanding of the student.
In my experience, apathetic students can be among the hardest to reach. Students who are disruptive, or unfocused, often demand teacher attention, and cannot be overlooked. However, the apathetic student may be quietly doodling in the back of the class, and can be easy to overlook. I have found that there are generally three kinds of apathetic students.
The first kind of apathetic student is bored. Generally, this is because they find no link between the classroom material and their own lives. They think it is ‘stupid’ and may often ask “Why do we have to learn this?” By showing them why the material is important, and by allowing them to try different methods of interacting with the material, they may become more engaged. This is one reason why I love to include labs in science classes. It gives the students some hands-on activities, and provides ‘proof’ that what they are learning has real-world applications. However, sometimes they are bored because they are already familiar with the material. These students made need some enrichment, to allow them to further develop their understanding instead of repeating what they already know.
The second kind is apathetic because they are scared of failure. They are convinced that they can’t do the work or learn the material, and refuse to try. These students may have had very negative experiences in the past with the subject material, or maybe just with a specific teacher. They would rather appear stubborn or jaded than stupid, so they don’t give themselves the opportunity to fail. These students need to be coaxed into participating. They need reassurance that they can do the work, and they often become enthusiastic participants when their self-esteem recovers.
The third kind of student is apathetic due to emotional exhaustion. These students often have severe problems outside of the classroom, and therefore do not consider anything that happens inside the classroom to be particularly significant. After all, if their life is falling apart, who cares if they get an F in one class? These students are the hardest to help simply because the teacher’s role in their life can be very limited. In these cases, the teachers need to be supportive of the students, and try to get them to open up. If the class can become a source of self-esteem and enjoyment to the student, instead of just one more drain, then the teacher has genuinely helped them.
Apathetic students are a problem that I had not faced in the numbers that I have faced this year. In all of my previous years I have had smaller classes and very high parental involvement which seemed to decrease apathy and low motivation. This year I have several students who are apathetic and one specific class that is full of them. This class has been quite the challenge for me. I have contacted several of the parents for this class as well as having one-on-one conversations with the most troubled students. These conversations have helped build relationships with some of my troubled students but have not helped with all of the troubled individuals. In many cases, there are very much underlying issues that deal with personal situations outside of the classroom. Many of the students who struggle with apathy are the toughest to motivate. I have come to believe that the more involved I stay in these students lives, the more likely they are to be motivated. Some of them just need to know that someone is actively involved in their life and concerned about their well being.
Response to Donna O. I too have to struggle with overlooking the apathetic, difficult to reach student that is happily doodling away in the back of the classroom. The technique that has worked best for me is the personal conversation with this type of student. Many times, the underlying causes of their apathy are not easily reversible. This is a challenge that I anticipate struggling with for some time to come.
I teach a basic computer class. This class is normally taken by students that are simply trying to fulfill one of their two required computer classes. It also seems to be a dumping ground for counselors to transfer new students into and students that get transfered out of other classes. Given my circumstances I often have my share of unmotivated students in each class. I used to allow my students to play educational computer games when they have completed all assignments but my administrator didn't want me to allow anyone to play computer games for any reason. So then I had to look for other motivators and I'm still looking. Right now it's extra credit projects that they can enter a drawing for prizes after the projects are completed. I also have a discussion with my students that are falling behind and I usually explain that if they don't like this class now they really won't like it when they have to take it for the second time. It may sound harsh but it's true and I think that it would motivate me. These are high school students and they need to understand what their consequences are. I also try to build personal relationships with my students and then they seem to work harder in my class. Teachers need to make their class a place where students look forward to going. This helps them work harder and put more effort in when they are there.
In response to lucask76. I probably need to spend more energy finding out what the underlying reasons are for the apathy but I usually don't try to dig too deep as long as their motivation has improved. They might be having problems in their other classes too so it might be good to spend extra time with these students trying to help them figure things out and show them that I care about them not just how they do in my class. You proved a good point for me. Thanks.
In response to Jeff. You said that apathy is a freshman virus. I think you're right but I've found that it's also a 7th grade virus or one that is starting middle school. My daughter is a 7th grader this year and was in all honors classes and she started the year off great but then she didn't do her homework for two weeks and found herself with two F's and almost ineligible to play volleyball. She had made the A team and her apathy was causing all kinds of problems for and everything she had worked so hard for. I think she finally realized that teachers in her building cared about her and she found some adults that she respected and trusted so she finally got things turned around for herself.
Motivating the unmotivated is one of my biggest challenges. As time passes, you start to understand what works for certain groups of students and individuals. Some students react to moral prompts such as asking them to be more responsible. Others seem to react to more of a grown-up path. I have a few 8th graders who think they are adults and too cool for school. Not surprisingly a lot of these students are the worst behaviorally. For most of these guys, simply asking them to be mature or act responsibly like a man or grown up works wonders. It's hard sometimes not to present this in a condescending manner such as "stop being immature." Across the board, as a lot of you mentioned, it seems the best way to engage the majority of the unmotivated is by giving them assignments, problems, activities, and games in class that they relate to or enjoy in their personal lives, such as incorporating skateboarding, sports, celebrities, or of course money. I try to ask for subjects or a story from students and then use the topic or theme in class.
Parental contact is also KEY! Some students may not care that you are disappointed with them and don't care if you are on their case for missing work or behavior, but you call their parents, mention that you will, or ask them if you need to, and they straighten up right away. I had a girl in my class this year tell me that her parents didn't care what she did or if she passed the class. I was dumbfounded and saddened by hearing this. That is the main problem with most of my unmotivated and low students. No one other than teachers have ever stressed the importance of an education.
Incentives for prizes or games work well for most students, but they may not like the prize or game. Others do well with punishment. A few of my students won't respond to incentives, but they will respond well to the threat of extra work if a undesirable behavior continues.
I do have one student who failed last year and is failing all but Art this year. He has under a 10% in 3 core classes. This is luckily few and far between, but nothing seems to inspire or motivate him. He just wants to float through life and he HATES school. He once told me that he likes the material in class, but he doesn't like the teachers or how they teach it. "Class isn't fun." Unfortunately, nothing related to school is fun for him. You can play games and give prizes all day, and it still won't be fun enough for him.
There are a couple of girls who did not do well in math last year and are two of my best students this year. After getting the highest grade on a test a couple weeks ago, she asked me if I was proud of her. I told her that I was super proud of her and to keep it up. I realized that she probably wasn't told often if ever that someone was proud of her.
I also love to incorporate personal white boards in class allowing me to get instant feedback from each student even those quiet ones.
First of all I am a very energetic and happy person and I always start the class with a Bonjour in a loud boisterious voice. I smile a lot and look the students in the eyes. I ask them about the weekends, their extra curricular activities and give them high 5's and congratulations' when they tell me something about their life that warrants a high 5. I give out stickers, Gotchas (from the school office for free candy for A's and doing good jobs), pencils, and I always give then a birthday present and a certificate in French for their birthday. They can earn more extra credit by doing good deeds and answering questions correctly. I sometimes give extra credit or a homework pass for a reward from a challenge.
For the student that are totally unmotivated, I really just talk to them and ask them to tell me what their thoughts and feelings are when it comes to my class. I ask them about who helps them with their homework or who they study with. I ask them about their schedule to see if they can come in for help from me before or after school anytime. This usually helps for the class period or up to the next day, but some kids are only motivated towards the end of the semester when they need a high enough grade to pass or raise their GPA. Being an elective and foreign language teacher, I tend to have fewer students that are that unmotivated.
I too put the students' work up on the wall and give stickers and exclamations on assignments. I also give candy to the students that get and A on a test. I do a very similar thing with the students that are unmotivated. Once they know I am not going to ignore them and just let them slide by, then they usually try more and open up to me as to why they haven't done the assignments in the past.
One student in particular told me about his rough life and how he sometimes gets kicked out of his own house and don't have a place to go. I told him that if he does his homework (while pointing to his binder) that will be his ticket to a better life and it is HIS choice and no one else's. I told him that he can go to any college he wants to, and that right now is the deciding factor for him-do homework and pass high school or don't and get a job somewhere. He did both 2 page papers that night and turned them in the next day. I like his choice.
Please discuss with your classmates:
ReplyDeleteWhat do you do with students who seem apathetic and totally unmotivated to learn in your classes?
This blog is due October 11.
I believe that a student's lack of motivation is often a result of a lack of encouragement or positive reinforcement. If I do not show my students that I care about how they do, they will probably not feel motivated in my class. But if they realize that I actually do care about their success, my students almost always strive to do their best. In fact, just today I had a student tell me that she was doing her assignment just for me: "I don't like this but I'll do it for just you," she said. The way I let my students know that I care how they do is by giving them all a very easy first assignment and when they do well I write "Awesome" or "Amazing" on their paper along with comments showing that I did actually read every part of their assignment. Every assignment they do well on after that I make sure to tell them how impressed I am with their work. Any projects that they are required to do will be hung on my wall so they feel that I value their work. If, after all of this, a student still lacks motivation, I sit down with them individually and ask them if anything is wrong and how I can help them. This leaves the impression on them that I notice that they are not motivated, that I care, and that I am willing to help them out because I want them to succeed. If a student knows that I care about them and believe in their abilities, they WILL do their work. That has been my experience.
ReplyDeleteDman = David Green :D
ReplyDeleteI think you are right on. The hard part is continuing to encourage and care in the midst of hostility and soul numbing apathy. I am so encouraged by one student I had last year that I worked and worked at encouraging. The student had some troubles with English and felt overshadowed by a high achieving older sister. The student barely managed to pass and this year I have seen this student work harder than ever. I asked what had changed and it was incentives and encouragement from the parents.
Yes, I started out with several students in the classes I teach who seemed apathetic and unmotivated. Because I teach math, their "act" is usually a cover for their lack of confidence in that subject. I think I am making progress.
ReplyDeleteI started out the beginning of the school year with some fairly easy math assignments so all of the students could get some early A's and B's. I also made sure to compliment each student’s achievements on the paper and also, when I handed back their assignments. Even if they miss several questions, I always try to find something positive to say and I also include helpful hints on how to solve the problems they missed. Several times I have gone over the same material the next day if I felt the scores weren’t good enough. In that case, I usually discard the first assignment in favor of the next day’s re-assessment.
Now, let me say this, I have a couple of student who appear apathetic and unmotivated on the surface, yet they always get A's on their tests. I do not spend a lot of time with these students. They are "closet" geeks trying to cover up from their classmates the fact that they are really smart. I write "great job" or something similar on their papers (I would love to start an advanced math class for these kids but that's probably for next year) and then move on to those that really need my help.
Besides complimenting the struggling students, I try to book some one on one time with each of them. I walk through their math papers and help them analyze the problems they have missed. Often, I compliment them on how quickly they solved the problems once we talked about the process. Sometimes I see a light go on in a students eyes and a little smile show up for a brief moment…. that's a good feeling. Sometimes, they can’t get away from me fast enough no matter how much I dazzle them with my charm. With my grand kids, I offer them money, with these kids I just let them go. They can’t go far; I will see them tomorrow in class!
Since I am a guy, I find it a little easier for me to recognize what a male student is thinking...and, I find it more comfortable and natural to give that kid a nudge or a pat on the head and say "great job!”
For girls, it's a little different. In most cases, they are usually very quiet and they don't want anyone to know they need help. It takes me a little longer to understand which ones really do need my help. I still try to quietly help them in class and in study hall but many times, I am never quite certain if they understand the concepts until I see their next assignment or test. If anyone wants to give me any advice or critique please feel free. I will take all the help I can get in this category.
This is a response to Halbin and Dman:
ReplyDeleteI like what both of you wrote. It is really important that you convey to all of the students that you care what happens to them. I hope I am doing that. David, you are so right that sometimes caring is a challenge amidst the apathy. That's when I look in the mirror and remind myself that that's exactly why I am doing this. One kid that goes from D's to B's on his math assignments makes it all worth while...even if he/she seldom participates in class and ignores you in the hall.
Also, David, you brought up the subject of working with kids who do not speak English very well. It is a challenge working with these students. I have a rough time understanding if they are are not able to grasp the subject matter or simply having trouble with interpretation.
I re-read my last paragraph and thought I needed to add some additional comments. I have a couple of students in my class who speak English fairly well but do not read English quit as well. Both seem really intelligent, have great attitudes, but are making silly mistakes. When I work with them I usually discover that it is how they are interpreting the question.
ReplyDeleteIn response to Don Ferguson:
ReplyDeleteYou asked for advice on helping girls and knowing when they need help. Girls are very difficult to help if they don't ask for the help. It seems like the unspoken rule among students is that boys have permission to not know the answer. They can ask questions and not feel stupid. They can even ask stupid questions and not feel stupid. Girls, on the other hand, are supposed to just understand. Girls don't have the freedom to just blurt out questions. I don't really know how to explain the dynamics, but I think any girl who went to school with boys can understand. My suggestion to you is to make it mandatory for everyone to speak up in class. Maybe have a specific time where each student has to say what they learned or must say what they are confused about. This will break the unspoken rules among the students that boys have more freedom to speak by making it mandatory for all students to say something in class. As your shy girls get used to being heard in class, they will become less hesitant to ask questions. What do you think?
to halbin
ReplyDeleteThanks for the input.
I have few truly apathetic students (I can only think of one). I do, like Don, have some students who really lack confidence and for that reason are uncomfortable speaking up in class. I try to encourage them on their essays and engage them in class discussions by letting them perform in ways that don't require that they put themselves "out there" such as reading a poem aloud for us (instead of being asked to opine on it). I have one class of students that seems to just be the perfect storm. Lots of clowns, quiet but bright girls, and a few marginally apathetic (too cool for school) students all in one place. They can be a real trial to get things done with. However, I am trying to engage them with material that they will find more "relevant" as their apathy/poor behavior seems to be primarily the result of a perceived lack of relevance. Frankly, it isn't going very well and I often think that if I could split that class and get a few kids from my other classes with them, they would do better. However, that not being possible, I'd take input. It seems as though all the kids with behavior problems got lumped in one section.
ReplyDeleteTo DMan:
1. Where are you! Call me.
2. I wholeheartedly agree that the biggest changes seem to come from parental influence and pressure. I have one student who was failing after the first 3 weeks of class and seemed completely disengaged. I got a call from his mother and two weeks later he had raised his grade to a B, was participating and enjoying class, and has become one of my favorite students to have in class and a real leader among his peers. All from mom. Thanks mom.
David-- I lost your phone number. Sorry I haven't called but I wasn't sure how else to get hold of you!
ReplyDeleteI have had a number of students in the past that would fall into the description of an apathetic or unmotivated student. During the reading and working with Maslow’s Hierarchy, these students tend to have basic deficiency needs that probably directly correlate to being apathetic in the classroom. These students might have basic needs of safety that are unrealized. Many of them live in broken homes where there could be some past criminal activity. They might also have parents who have uncertain or no job leaving a lack of financial security. These students are often withdrawn and what you could call loners. They have a lack of belonging and tend not to be active participator in discussion or activities. This also adds to the students’ basic needs. The lack of safety, belonging can also have a significant adverse impact on the students’ self-esteem.
ReplyDeleteTo deal with these students, I first try to make an effort outside of the classroom to get know the student or demonstrate a genuine interest. It can be as easy as talking to them in the hall, saying good morning as they come in the school. These types of kids have low self-esteem and as I discussed earlier, could have rough home lives. After school they might not have a healthy environment of caring, so showing an interest as a person, not only as a student can be difficult at first, but eventually, they begin to come around.
I always try to attend as many extra-curricular activities as possible. When the kids see teachers taking their own time to support them in these activities, they will feel the attempts in the classroom are genuine and they want the students to succeed. It also gives teachers an insight into the kids outside of the classroom.
After I show a genuine interest in these kids and continue to have difficulty with them in class, I will pull them aside after class to try to get and understanding on why they are struggling. I teach both electives and required classes, so I explain to them the importance of the class in graduation requirements. Talking to them on their level is important when dealing with these students as opposed to lecturing or talking down to them. If they are having trouble with the assignments, I consider adjustments in the length if there is a true reason for incomplete work. I always try to reward effort and am more willing to work with a student who shows a desire to learn.
Response to Don Furgeson:
ReplyDeleteYou disussed how the lack of motivation in your math class can be tied to thier lack of understanding of the topic, and I have seen many cases of that in my school. There have been times where I have struggled with a students motivation and pull up thier grade report and see them doing very well in other subjects. Your first response as a new teacher is what am I doing wrong that others are doing right, but eventually you come to a similair conclusion that ties their lack of motivation to the struggles in the subject matter.
I also agree with your comment that we can pick out or analyze male students easier than female students. It also makes it easier to try to figure out motivational techniques for these students.
To Nathan:
ReplyDeleteI'm glad to hear you are battling for the minds of our youth with gusto! Is it your freshman class that's giving you trouble or your seniors? I'm guessing its the freshman. All I can say is keep pluggin' away, which I know you are already doing.
I've been working like on developing curriculum for three new classes and fixing up the new house. I will call you in the very near future.
It is easy for students to be apathetic towards art and their art projects. Often they are insecure about their artistic abilities. Instead of taking a chance and possibly embarrassing themselves, they act as though it is not important and that they don’t care. I face this challenge every semester with ART 1 students. I have worked on developing projects that build self esteem and confidence in their ability to create. It is difficult for a student to fail at these introductory assignments although; I have had a few that just refused to turn in the assignments. I walk around the room and “critique” their projects individually. It really isn’t a formal critique it is more like a get to know you talk. I ask them about previous art experiences and what they liked about their project. If they show signs of apathy I try to curb it. I talk to them about what is working in their design and build up their self esteem by complimenting even the smallest things in their work. Sometimes they just need to know that someone believes in them. They want to know that what they are doing is good and that it does matter. Some students may require more encouragement than others. As teachers we must learn to be in tune with the students’ requirements or needs. I have had some of the most apathetic students turn around and become good students and artist. I have also had a few that I just could not reach no matter how hard I tried.
ReplyDeleteAlways remember to smile and have fun. We need to remind them that learning can and should be fun.
The first thing I do when I really notice a student is totally unmotivated to work in class is to have a one on one, non-threatening, conversation with them about what is going on. In order to attack this problem, I've found I have to get the root of it. Is it because of a lack of understanding, issues at home, issues with me, classmate issues, or any other number of things. It's simply too easy to just assume that the student doesn't care, which happens way too often, but I always attempt to see if their are any underlying issues that may be at play as well.
ReplyDeleteI feel like once I gain a better understanding of where the disconnect is coming from, I can strategize on how to deal with each indivual student. In my classroom, I try to stress to each student how important it is to me personally that each student does well in my class and that I care about each and every student's grade; not just the kids that it comes easy too.
I let each student know that I have high expectations for each one and won't lower those expectations, no matter what! Consistency is important because I will stay on a kid, no matter how many times they miss an assignment or don't want to work and I will never accept work that is below the level that each student is capable of. I think too often we just accept the way a kid is(talking about unmotivated students) instead of working, day after day, to get them out of the routine of not working into a routine where they fulfill your expectations.
Halbin, I would agree that positive reinforcement is often a problem with my students as well. I teach in an area where low-income families are the norm rather than the exception and I've found that especially with these students, that motivation and positive reinforcement is lacking. Some students that come from these home situations, don't have parents that have high academic expectations or the 1 on 1 time with their kids. I try to give positive reinforcement as often as possible and make it a point to not only give positive comments about academics but all the little things that sometimes get overlooked as well such as behavior, manner, and simply doing what is asked.
ReplyDeleteI must say that the apathy I saw in several students when I first started teaching was the biggest hurdle. I knew teaching would be a challenge but in a different way. I was shocked at the complete lack of accountability these students had over their own lives. I guess I was naive but I thought that if I asked them to take out a piece of paper and pencil all of them would actually do it. What I found out was that I needed to continuously nudge several students in the right direction. I learned that it was not a matter of who was smart enough to succeed. It was a matter of who was going to put in enough effort to succeed. My role quickly changed from teacher to a parental figure. I had to maneuver the class to make all students accountable and encourage them to succeed. To do this I setup very clear routines. Students knew what was expected of them everyday. To be honest, I got this idea from having a 2 year old at home. My class was able to run itself even when I was gone. Students felt ownership in their work and had a senses of belonging. This helped motivate them to do their work. I showed them respect by placing responsibly in their hands and showed them the path to achievement and clearly established consequences for going the other way. I can't choose success for them. They have to make that choice themselves. My role was to help them realize success was a much better path then failure. If they know I'm interested in helping them, if they see the respect I give them, they return the favor and respected my class.
ReplyDeleteAnother method I use is to have materials in class they are interested in. I can still teach the concepts I want but if I cater the lesson plans to their interests they will be more motivated to try. I've used this approach when I can but I admit it does not always work. And since students have different interests I can't please everyone. I try to focus this type of strategy on those students who need it the most.
In response to gegen
ReplyDeleteI teach a photography class and I run into the same types of problems. They are too embarrassed to show their work. I like how you have dealt with the problem. Self esteem is so important and once they feel comfortable and confident they are able to grow quickly. Sometimes they just need to know that they are doing the right thing. They are so unsure that they assume what they are doing is bad when it is actually good work. I encourage creativity and individuality. When then understand that their work will and should look different from all the other students they learn to respect themselves. If you can get the whole class on board then it is a great semester!
I have encountered a few apathetic students. Mostly my first year when I taught both Jr. High and High School I found it to be more prominent in the upper classmen that in Jr. High. Now that I have taught only Jr. High for two more years, I know there are students that can be unmotivated but at this level they are much easier to refocus and get back on track.
ReplyDeleteMost of my apathetic students are not involved in anything else. They come to school and go home. I have found that if students have something else such as art, music, athletics to look forward to or drive them on they have much more initiative. However, I know that not all students are talented in those areas or have a desire for such things. In those cases, I try to find out what they do like and incorporate that into lessons as well. Many like skateboarding which is not a school-offered sport or baking and sewing. I have noticed that the more I show interest in what students are involved in outside my classroom the more they become involved in my class.
I also allow students to come in before or after school when I am here. Whether it is to catch up on homework in another class, visit quietly with a friend or just to come say hi to me in the morning. Many of my apathetic students will come into my classroom because they are really loners so they come in my room to read even though they know that other students may be in there visiting or such they feel safe in knowing they have a place to go and be themselves.
I do try to have all the students interact in class. I know this may sound juvenile but I use colored sticks for each class. Sometimes rather than call on the same people that have their hands up all the time, I pull sticks. This requires all students to pay attention and contribute because they never know who is going to be called upon next.
I also use the "Whip around or pass" game which I learned at T2T intro. This allows all students to contribute something if they know it or would like to but it also gives them and escape.
Most of the apathetic students I deal with have some other issue that is bothering them outside of school. I try to let these students know that I care whether I say hi to them in the hall, ask them about their weekend, write some encouragement on their paper, etc... Sometimes just knowing one person cares can make a big difference
In response to Don Ferguson, several of my bright students may seem apathetic when they are getting bored. I try to give them enrichment or more challenging things to work on. Other times I will have them help students who may be struggling. This not only helps the struggling student but boosts the self-esteem of the bright bored student.
ReplyDeleteHowever, sometimes I have to visit with these students who know what they are doing and do not apply themselves. I try to show them how this is their job right now. They may not be getting paid but they are learning valuable life lessons that they can apply right now. I also try to instill in them the opportunity to be a leader and not a follower.
After I have a talk with them I notice they perk up. I also follow-up with positive comments that I see in their motivation. However, I don't think we should ever ignore apathy just because we know they can do the work and are "closet geeks". Their apathy may have to do with something besides school.
Low student motivation is an extremely challenging problem with an even more complex array of strategies to deal with it. I am fortunate to teach in a small bedroom community of Kansas City where most parents care about and are involved in their kids education. The smaller percentage of kids that are low motivation students achieving at low levels (D and F) are the ones that keep me up at night. How can you reach these kids?
ReplyDeleteMany are in shock that their grades are lower than usual and are working harder to raise their grades. The completely apathetic, don't care at all students continues to dog me. I take a personal interest and stack my stragegies up to catch them. These strategies include:
1. Getting a Star on the "Most Improved Board"
2. Winning bonus points, get out of homework free passes
3. Candy bonus for certain tasks
4. Triple A status in the school which gets you out of study hall on Thursday and Friday if you have no D's or F's and no missing assignments. These kids get to play in the gym, art room, shop room, chieftain room (foosball, ping pong, smoothie bar, hang out, Wii rockstar, etc. It is a pretty cool venue), and other places of choice that are supervised fun for 50 minutes.
5. The biggie is to find out what the kid loves and try to make a personal connection with that kid. This can take some time, but it is worth it. Some of these kids have no one that cares about them; no one to cheer for them or root for them. I am that cheerleader. Guess it's the mom in me.
It still bugs me that some fall through the cracks. Some of these kids have huge problems that are beyond my control (like drugs), but I always share my information with anyone and everyone who can help and do the best I can. Don't we all??
In response to Halbin, I must agree about positive comments on student work. I think feedback in the form of positive ocmments such as "awesome" and "you rock, keep up your hard work!" can really mean something to that kid who has no one else that cares about them. They turn around because they are trying to please us. That is a cool concept. I also read a study (in one of our boring teacher books) that said that one of the biggest motivating factors was written feedback on homework and other assignments. I thought "no way". With that said, I continue to write as much as I can on the student work. They are journaling this year for me so I get a chance to ask lots of personal questions and dig into their lives. It's great. Then I can read through it, leave lots of positive comments, and learn what motivates them in the process. Pretty cool. Takes lots of time though. I didn't think this could work in science, but I have used journaling as a bellwork strategy and am learning a lot about these kids. Rock on Halbin!
ReplyDeleteNote to taajnia, thanks for the input. I see I got your attention with the "closet geeks" comment. Probably a poor choice of words. I am trying to come up with the best approach to keep the higher achieving students challenged while fulfilling the needs of the struggling students. I am not there yet...and I find myself focusing on the struggling students.
ReplyDeleteIn my opinion Apathy seems to be a freshman virus. It seems to me that the only ones who continue with this behavior are the one who leave the freshman halls without the vaccine. The vaccine as many have stated is that personal connection with some one in the school building. Nine times out of ten each case can be treated with a little investment from the teacher to find the root of the problem. Those unseen extra pieces of information are vital in the every day life of a teacher. Wong talks about it in his lectures and books as that moment of surprise when the student has no idea how you did or knew that (and that’s when you’ve got them). Having discussions, going to outside events, little words of encouragement, these are all great ways to find what the students views as more important than your class at that moment.
ReplyDeleteThe Quiet after the storm
Nathan,
I understand exactly what you are talking about when you discuss the difficulty of having a precise mix of attitudes in one class. I think that all teachers have that one period a day when we say to our selves “ Aww! Its’s ___ hr.” and many of us think that if we could do away with that time it would make each day so much better. Well maybe it’s just me but I have had one every year and it is those classes that have helped me to learn the most each year. I have a STORM class that I recently had an “Ah ha!” moment with so I will share a few things that I am doing. This class is one of my introductory classes but has the greatest dynamic of all my classes. It is made up of half freshman, several upperclassmen fitting in the course before they graduate and five students retaking the course.
First off I really like taajnia’s idea with the colored sticks. I think I will adapt this idea and use it during lecture and review times. I also some times let the storm happen and then use the calm afterwards. I give the students the first 5 min of class to get some energy out, look for some guided activities such as short games or maybe a ball with information written on it in squares that where ever a students thumb lands they have to discuss that topic, like a fraction they have to reduce, or a date in history that an event occurred. Another key to this class is my presence, this class more than any other I have to roam around the room.
The main thing that I do with students that seem to be apathetic and/or unmotivated is to talk with them as much as I can, before class, during class, after class, and try to see if I can find out why they feel the way that they do. Sometimes it's easy to find out why they feel that way, other times it can be much more difficult. Once I do find out why they feel the way that they do I try to work with them to see if there is a way that we can resolve some of their issues. I try to help them see why what they are doing now is going to have such a major impact on their lives later. Mainly though, I just work to show them that I care about them and about what happens to them after they are done with school. One of the main reasons I decided to come back and teach was because I was worried that there were students that weren't getting enough support and were just being thrown to the wolves after they graduated, if they graduated. Most of the time at a minimum I can at least get a student to start showing some interest when they come to my class. They still may not be completely wanting to do the work, but they are more attentive and do perform better than they were previously. On some occasions I do have students that end up performing extremely well in my class and will continue to take my higher level classes and continue to do well. From these students I can see that they feel my class is a place that they can come and be successful, sometimes even using my room as an escape from the rest of their classes. These types of students I work with to try to get them to see the importance of their other classes, pointing out that just like in the real world, their are going to be things that you won't want to do, but you will have to do them anyway and that school is one of the best places to learn that lesson and to prepare them for what lies ahead.
ReplyDeleteOne other thing that I do with the students that don't want to participate is look for ways to make the activities that we do in class different than what they are used to. If that means turning the learning into a game or a special project, sometimes this will get the student interested just because they want to participate in the activity and then the learning they receive from it becomes the bonus bi-product.
Although I do not have many unmotivated students, I find that my freshman are more likely to be unmotivated than the rest of my students. I believe that many freshman lack self-esteem, and tend to cover it by acting unmotivated and like they do not care. Because I have mixed level classes, freshmen never want to be wrong or embarrassed in front of upperclassmen. So, it is very difficult for me to get them involved in class discussions when they fear being wrong.
ReplyDeleteI do pair freshmen and upperclassmen together all the time to get them comfortable in sharing and working with students older than they. I also call on every student every day to answer some sort of question aloud. In doing this, all students can see that everyone makes mistakes, and that it is totally okay. Once freshmen see a junior make a mistake, they feel much less pressure to perform.
In addition, I try to ask questions to the strengths of each student. When I know an unmotivated student knows a particular answer, I will ask them that question. When they are successful in their response, I can tell the pride they have in being right. I also do not give students the opportunity to do nothing. EVERY student must participate. If they are not participating, then I make them. I have never really had any pushback from students when I force them to participate because they realize that I am not picking on them. They understand that they are an active citizen in the class, and everyone must be an active participant. This really helps get students involved, and I do this from the first day of school through the last. By the second week, students just know that they must be involved, and usually end up having a lot of fun in class.
To Nathan:
ReplyDeleteNathan, I understand exactly what your classroom looks like. The groups you described look just like the groups in many of my classes. Something I tried last year that has worked wonders in my classes is to break the students into groups of 3-5. This may mean that you have to be creative with how you arrange the desks and/or tables in your room, but it can be very rewarding. Once the room is setup so that everyone will be seated in the groups, then create a seating arrangement that you think will most benefit the students that you have. Try to put people with people that you think they can be successful sitting and working with. Leave these groups together for 4-6 weeks and then change them up. You can continue to do this throughout the school year. I found that by doing this I had students that soon realized there were other students in the class that they had things in common with that they would have never have talked to if I hadn't made them sit together. I will say that this method has worked better in some classes than others (but what doesn't), but it has been very helpful in all the classes that I have used it in even if it was only to a small degree.
In response to Jeff W, I agree that many unmotivated students open up when they realize that you care. I have one girl that is very reserved and doesn’t really care about school. I have worked very hard to show her that I care about her and her success. It is working and she is much happier in my class, I don’t know about others. In addition, I too use activities that students want to be involved with, so that they are motivated to participate. I love being able to reach a student, like Jeff said in a response, and catch that “ah ha” moment. When apathetic students finally realize that I’m not going to give up on them, they usually cave and realize that I am in it for the long haul, and that it’s okay that they care because I care. It really is a special feeling.
ReplyDeleteThis used to be the most frustrating problem I had when I first started teaching. But I learned that establishing a personal relationship with my apathetic and totally unmotivated students in my class worked. This is done mainly by asking these students to see me during their opportunity period for one-on-one interactions. The main idea is to have getting-to-know-you-personally sessions not only to know better what is going on with these students’ lives that are affecting their lack of motivation but to make them feel that I genuinely care and that I want to know how I can best help them succeed.
ReplyDeleteSome of these students may need only one or two sessions for us to figure out the best way that they can learn and come up with agreements on how they can catch up with missing works, etc. Some need more time for them to feel safe enough to talk and become less defensive.
These non-threatening sessions can take so much time but the results are often positive. One of my “I-Don’t-Care” students turned out to be undergoing the effects of being placed in a foster home. During our first sessions, whatever I asked her about, she gave me her “I don’t care” responses said in a defiant manner over and over. Until I finally asked her whether I can help her better if I were to talk with a parent or guardian. At this point, she told me her life story and why she is in a foster home, how she is having issues in dealing with this new life, her feelings of not being loved, etc. We ended up with goal setting for her to reach her dream to become a nurse someday. Since then she has been more involved in her learning although there were times when she resorted to ditching but she always came to explain why she did not feel like going to school.
I have had my share of apathetic students and they were always on the verge of disrupting classes. But I learned that behind this façade of “I-don’t-care” is a heart-breaking story or an individual who is struggling with personal issues. Most of the time, there is really nothing you can do make their personal lives better but by showing your personal interest on their lives, even be a listening ear, you can start developing a relationship wherein you can find out how to get the student motivated.
Each “case” is different and what easily works with some students may take longer with others. But once they start working, they need more feedback, feedback and feedback on whatever they turn in that reinforces a sense of competence and meet their self-esteem issues.
Kelly G
ReplyDeleteI applaud your work to set up a classroom with clear expectations and routines that lead to security and communal "do it because this is what we do" atmosphere. I strive to do the same. I wonder how to keep the routine spicy and interesting. Sometimes the learning is fun and interesting and sometimes its just a grind. I am curious to hear anybodies specific examples of how they "keep it fresh" so to speak.
In response to Amanda’s’ response to Jeff.
ReplyDeleteI also feel that if the students know that you care and that you aren’t giving up on them, they will work for you. I have had similar students that did not seem to care about anything. With a little bit of encouragement and positive reinforcement those students began to turn around. I have also had students that never did come around. I had an experience with one student that was starting to come around but them I got sick one day and had a sub. From that day on, he completely shut down and I could not get him to do anything. I know that the sub wrote him up for inappropriate behavior and he held that against me for the remainder of the semester. I guess we can’t save them all. Some students are just hell bent on self destruction.
In response to Kelly G
ReplyDeleteIt sounds like we have similar classes and teaching styles. I also have a couple of classes that with proper guidance and motivation they are self sustaining. I know that if I went into my fourth block art 2 class twenty minutes late that all of them would be working on their art projects. At the same time if I did the same with my first block art 1 class you would see students hanging from the light fixtures. The first block class is not only less motivated, but they are freshman as well. Need I saw more!!!
I am fairly lucky to have a majority of motivated students in my class. However, there are several students who are slightly more difficult to manage compared to the other students. These are the steps I have taken to motivate students and I feel that I have made significant progress with the apathetic students in my class.
ReplyDeleteEmphasize learning rather than grades. I explain to the students that they are all capable of earning A’s in the class. They all have the ability and skills to be an excellent student in my PE class. Basically, I try to build their confidence and let them know that I believe in them as students.
Whenever the opportunity presents itself, I give the students feedback as quickly as possible. This lets the student know that I am watching and have noticed them as individuals for their effort. If the feedback happens to be negative, I try to be specific as possible with them.
For the students who lack confidence or are unmotivated in school, I make the student an active participant in the classroom. The easiest way of doing this in my PE class is by having them pick teams or the activity if the situation presents itself. The student tends to feel more responsible for their actions and takes the subject seriously.
I also try and avoid intense competition among students in the classroom. Some of the students tend to be overly aggressive and this intimidates some of the students who are unmotivated in class. I always try and make the games enjoyable for every skill level involved in the activity. I will also personally pick the teams so they do not have an athletic advantage over the other team.
In response to Maria S
ReplyDeleteThe building of a relationship with some of these students goes a long way. With just a little extra attention or a positive comment about their performance can really make a difference in their attitude towards school. Some students are more defensive about getting to know them but after some time they tend to put down their guard.
I like how you say that these students have a story behind their behavior or attitude. Instead of making uneducated assumptions about them as students, find out what is happening to them outside of school. Many times this will help the teacher have a better understanding of the student.
In my experience, apathetic students can be among the hardest to reach. Students who are disruptive, or unfocused, often demand teacher attention, and cannot be overlooked. However, the apathetic student may be quietly doodling in the back of the class, and can be easy to overlook. I have found that there are generally three kinds of apathetic students.
ReplyDeleteThe first kind of apathetic student is bored. Generally, this is because they find no link between the classroom material and their own lives. They think it is ‘stupid’ and may often ask “Why do we have to learn this?” By showing them why the material is important, and by allowing them to try different methods of interacting with the material, they may become more engaged. This is one reason why I love to include labs in science classes. It gives the students some hands-on activities, and provides ‘proof’ that what they are learning has real-world applications. However, sometimes they are bored because they are already familiar with the material. These students made need some enrichment, to allow them to further develop their understanding instead of repeating what they already know.
The second kind is apathetic because they are scared of failure. They are convinced that they can’t do the work or learn the material, and refuse to try. These students may have had very negative experiences in the past with the subject material, or maybe just with a specific teacher. They would rather appear stubborn or jaded than stupid, so they don’t give themselves the opportunity to fail. These students need to be coaxed into participating. They need reassurance that they can do the work, and they often become enthusiastic participants when their self-esteem recovers.
The third kind of student is apathetic due to emotional exhaustion. These students often have severe problems outside of the classroom, and therefore do not consider anything that happens inside the classroom to be particularly significant. After all, if their life is falling apart, who cares if they get an F in one class? These students are the hardest to help simply because the teacher’s role in their life can be very limited. In these cases, the teachers need to be supportive of the students, and try to get them to open up. If the class can become a source of self-esteem and enjoyment to the student, instead of just one more drain, then the teacher has genuinely helped them.
Apathetic students are a problem that I had not faced in the numbers that I have faced this year. In all of my previous years I have had smaller classes and very high parental involvement which seemed to decrease apathy and low motivation. This year I have several students who are apathetic and one specific class that is full of them. This class has been quite the challenge for me. I have contacted several of the parents for this class as well as having one-on-one conversations with the most troubled students. These conversations have helped build relationships with some of my troubled students but have not helped with all of the troubled individuals. In many cases, there are very much underlying issues that deal with personal situations outside of the classroom.
ReplyDeleteMany of the students who struggle with apathy are the toughest to motivate. I have come to believe that the more involved I stay in these students lives, the more likely they are to be motivated. Some of them just need to know that someone is actively involved in their life and concerned about their well being.
Response to Donna O.
ReplyDeleteI too have to struggle with overlooking the apathetic, difficult to reach student that is happily doodling away in the back of the classroom. The technique that has worked best for me is the personal conversation with this type of student. Many times, the underlying causes of their apathy are not easily reversible. This is a challenge that I anticipate struggling with for some time to come.
I teach a basic computer class. This class is normally taken by students that are simply trying to fulfill one of their two required computer classes. It also seems to be a dumping ground for counselors to transfer new students into and students that get transfered out of other classes. Given my circumstances I often have my share of unmotivated students in each class. I used to allow my students to play educational computer games when they have completed all assignments but my administrator didn't want me to allow anyone to play computer games for any reason. So then I had to look for other motivators and I'm still looking. Right now it's extra credit projects that they can enter a drawing for prizes after the projects are completed. I also have a discussion with my students that are falling behind and I usually explain that if they don't like this class now they really won't like it when they have to take it for the second time. It may sound harsh but it's true and I think that it would motivate me. These are high school students and they need to understand what their consequences are. I also try to build personal relationships with my students and then they seem to work harder in my class. Teachers need to make their class a place where students look forward to going. This helps them work harder and put more effort in when they are there.
ReplyDeleteIn response to lucask76.
ReplyDeleteI probably need to spend more energy finding out what the underlying reasons are for the apathy but I usually don't try to dig too deep as long as their motivation has improved. They might be having problems in their other classes too so it might be good to spend extra time with these students trying to help them figure things out and show them that I care about them not just how they do in my class. You proved a good point for me. Thanks.
In response to Jeff.
ReplyDeleteYou said that apathy is a freshman virus. I think you're right but I've found that it's also a 7th grade virus or one that is starting middle school. My daughter is a 7th grader this year and was in all honors classes and she started the year off great but then she didn't do her homework for two weeks and found herself with two F's and almost ineligible to play volleyball. She had made the A team and her apathy was causing all kinds of problems for and everything she had worked so hard for. I think she finally realized that teachers in her building cared about her and she found some adults that she respected and trusted so she finally got things turned around for herself.
Motivating the unmotivated is one of my biggest challenges. As time passes, you start to understand what works for certain groups of students and individuals. Some students react to moral prompts such as asking them to be more responsible. Others seem to react to more of a grown-up path. I have a few 8th graders who think they are adults and too cool for school. Not surprisingly a lot of these students are the worst behaviorally. For most of these guys, simply asking them to be mature or act responsibly like a man or grown up works wonders. It's hard sometimes not to present this in a condescending manner such as "stop being immature." Across the board, as a lot of you mentioned, it seems the best way to engage the majority of the unmotivated is by giving them assignments, problems, activities, and games in class that they relate to or enjoy in their personal lives, such as incorporating skateboarding, sports, celebrities, or of course money. I try to ask for subjects or a story from students and then use the topic or theme in class.
ReplyDeleteParental contact is also KEY! Some students may not care that you are disappointed with them and don't care if you are on their case for missing work or behavior, but you call their parents, mention that you will, or ask them if you need to, and they straighten up right away. I had a girl in my class this year tell me that her parents didn't care what she did or if she passed the class. I was dumbfounded and saddened by hearing this. That is the main problem with most of my unmotivated and low students. No one other than teachers have ever stressed the importance of an education.
Incentives for prizes or games work well for most students, but they may not like the prize or game. Others do well with punishment. A few of my students won't respond to incentives, but they will respond well to the threat of extra work if a undesirable behavior continues.
I do have one student who failed last year and is failing all but Art this year. He has under a 10% in 3 core classes. This is luckily few and far between, but nothing seems to inspire or motivate him. He just wants to float through life and he HATES school. He once told me that he likes the material in class, but he doesn't like the teachers or how they teach it. "Class isn't fun." Unfortunately, nothing related to school is fun for him. You can play games and give prizes all day, and it still won't be fun enough for him.
There are a couple of girls who did not do well in math last year and are two of my best students this year. After getting the highest grade on a test a couple weeks ago, she asked me if I was proud of her. I told her that I was super proud of her and to keep it up. I realized that she probably wasn't told often if ever that someone was proud of her.
I also love to incorporate personal white boards in class allowing me to get instant feedback from each student even those quiet ones.
First of all I am a very energetic and happy person and I always start the class with a Bonjour in a loud boisterious voice. I smile a lot and look the students in the eyes. I ask them about the weekends, their extra curricular activities and give them high 5's and congratulations' when they tell me something about their life that warrants a high 5. I give out stickers, Gotchas (from the school office for free candy for A's and doing good jobs), pencils, and I always give then a birthday present and a certificate in French for their birthday. They can earn more extra credit by doing good deeds and answering questions correctly. I sometimes give extra credit or a homework pass for a reward from a challenge.
ReplyDeleteFor the student that are totally unmotivated, I really just talk to them and ask them to tell me what their thoughts and feelings are when it comes to my class. I ask them about who helps them with their homework or who they study with. I ask them about their schedule to see if they can come in for help from me before or after school anytime. This usually helps for the class period or up to the next day, but some kids are only motivated towards the end of the semester when they need a high enough grade to pass or raise their GPA. Being an elective and foreign language teacher, I tend to have fewer students that are that unmotivated.
In response to halbin:
ReplyDeleteI too put the students' work up on the wall and give stickers and exclamations on assignments. I also give candy to the students that get and A on a test. I do a very similar thing with the students that are unmotivated. Once they know I am not going to ignore them and just let them slide by, then they usually try more and open up to me as to why they haven't done the assignments in the past.
One student in particular told me about his rough life and how he sometimes gets kicked out of his own house and don't have a place to go. I told him that if he does his homework (while pointing to his binder) that will be his ticket to a better life and it is HIS choice and no one else's. I told him that he can go to any college he wants to, and that right now is the deciding factor for him-do homework and pass high school or don't and get a job somewhere. He did both 2 page papers that night and turned them in the next day. I like his choice.