Me: “I am noticing, Student, that you are refusing to do your work in class and you are not turning in your homework. What is going on? Why aren’t you doing your work?”
Student: “I don’t know.”
Me: “What do you mean you don’t know? Has the work become more difficult for you? Are you having a hard time completing it?”
Student: “No.”
Me: “If you could change anything about the work, what would it be?”
Student: “I don’t know.”
Me: “Well, these are some thoughts I’m having. You have been a pretty good student. You have always turned your work in before now. I’ve never had to speak to you about non-completed work. So, I’m unsure what is happening with you now. Are you feeling unhappy? Are you having trouble concentrating?”
Student: “A little. I don’t feel very well these days.”
Me: “Has something happened to you at school? Are you being bullied? Has something happened with you friends?
Student: “No.”
Me: “Has something at happened at home?”
Student: “Yeh. My mother and father are getting divorced.”
Me: “And how is that affecting you?”
Student: “I’m pretty ticked at my dad.”
Me: “This helps me understand why you are struggling in class. Have you told your parents how you feel?”
Student: “No”
Me: “I think it is an important conversation to have so that may help you any way possible. First, I would like for you to speak with the guidance counselor. Not because I think you’re crazy, but so that she can have a conversation with you parents so they may understand how you are coping with home life and provide you with help. Would you be interested in speaking with her?
Student: “I guess.”
Me: “I think that is a smart choice. I would also like you to continue making smart choices by saying to yourself that even though you are upset, you aren’t going to take it out on yourself or your studies by not completing your work. That can make a difficult situation worse.”
_-
[Good thoughts here on inquiring about the cause of the refusal to do the work. -RR]
General discontent prevails. No one is interested in the lesson, no discussion develops. The lesson isn’t working.
Hmmm. This class does not look interested in my lesson. I don’t blame them. I’m not interested in it, either. Hmmph. I see them paying attention to everything but me, talking, putting on makeup, and just staring out at me with blank expressions. I think they may not understand the material I am presenting. What should I do? Well, this is a new concept of grammar I just introduced them to. And I am asking them to do some high-order thinking on this new material such as analyzing and creating these difficult sentences. Instead of making it so difficult, I think I will have the students simply identify words and phrases of the new concept I am teaching and determine if they become more engaged then.
While I’m thinking about it, this is also a good time to reflect on whether the material I am showing the students how this information is relevant to their lives and how they able to make personal application. In addition, I must always rememer to present the material in a creative and engaging manner, such as purposefully using technology or, if appropriate, utilizing groups work so they can help teach each other instead of hearing it all from me.
I think, too, that if I’m not confident about the material and having fun delivering the information to the students, they will sniff it out in a heartbeat and will be unlikely to respond to it. I have to be confident, go into the classroom with an attitude, and deliver the information in a fun and energetic manner. That attitude will likely be contagious to my students.
Hmmm. These are some good things for me to think about next time I prepare lessons.
[Good thoughts here, but also don't be afraid to switch gears in the middle of a lesson or to debrief with students about where the lesson/activity is breaking down. -RR]
A student refuses to work.
Me: “I am noticing, Student, that you are refusing to do your work in class and you are not turning in your homework. What is going on? Why aren’t you doing your work?”
Student: “I don’t know.”
Me: “What do you mean you don’t know? Has the work become more difficult for you? Are you having a hard time completing it?”
Student: “No.”
Me: “If you could change anything about the work, what would it be?”
Student: “I don’t know.”
Me: “Well, these are some thoughts I’m having. You have been a pretty good student. You have always turned your work in before now. I’ve never had to speak to you about non-completed work. So, I’m unsure what is happening with you now. Are you feeling unhappy? Are you having trouble concentrating?”
Student: “A little. I don’t feel very well these days.”
Me: “Has something happened to you at school? Are you being bullied? Has something happened with you friends?
Student: “No.”
Me: “Has something at happened at home?”
Student: “Yeh. My mother and father are getting divorced.”
Me: “And how is that affecting you?”
Student: “I’m pretty ticked at my dad.”
Me: “This helps me understand why you are struggling in class. Have you told your parents how you feel?”
Student: “No”
Me: “I think it is an important conversation to have so that may help you any way possible. First, I would like for you to speak with the guidance counselor. Not because I think you’re crazy, but so that she can have a conversation with you parents so they may understand how you are coping with home life and provide you with help. Would you be interested in speaking with her?
Student: “I guess.”
Me: “I think that is a smart choice. I would also like you to continue making smart choices by saying to yourself that even though you are upset, you aren’t going to take it out on yourself or your studies by not completing your work. That can make a difficult situation worse.”
_-
[Good thoughts here on inquiring about the cause of the refusal to do the work. -RR]
General discontent prevails. No one is interested in the lesson, no discussion develops. The lesson isn’t working.
Hmmm. This class does not look interested in my lesson. I don’t blame them. I’m not interested in it, either. Hmmph. I see them paying attention to everything but me, talking, putting on makeup, and just staring out at me with blank expressions. I think they may not understand the material I am presenting. What should I do? Well, this is a new concept of grammar I just introduced them to. And I am asking them to do some high-order thinking on this new material such as analyzing and creating these difficult sentences. Instead of making it so difficult, I think I will have the students simply identify words and phrases of the new concept I am teaching and determine if they become more engaged then.
While I’m thinking about it, this is also a good time to reflect on whether the material I am showing the students how this information is relevant to their lives and how they able to make personal application. In addition, I must always rememer to present the material in a creative and engaging manner, such as purposefully using technology or, if appropriate, utilizing groups work so they can help teach each other instead of hearing it all from me.
I think, too, that if I’m not confident about the material and having fun delivering the information to the students, they will sniff it out in a heartbeat and will be unlikely to respond to it. I have to be confident, go into the classroom with an attitude, and deliver the information in a fun and energetic manner. That attitude will likely be contagious to my students.
Hmmm. These are some good things for me to think about next time I prepare lessons.
[Good thoughts here, but also don't be afraid to switch gears in the middle of a lesson or to debrief with students about where the lesson/activity is breaking down. -RR]