Unmotivated, apathetic students enter every teacher’s classroom now and then. Many fail, others barely get by. The symptoms of these seemingly disaffected students are similar, but the causes and solutions can be quite diverse.
What Causes Student Apathy?
The causes of apathy in students are varied. Some students are so strapped by emotional issues that they cannot see far beyond their personal demons. But most apathy is less complex than mental illness. The effects of one’s personal environment, parents, and friends are well-documented. The term “at-risk” has been applied for children who are exposed to a set of common factors that place them at risk for failure in school.
There is little that can be done to remediate the demographics of at-risk students, who are typically black or Hispanic males from a low income single-parent homes. The demographics tend to link these children to matters of poverty and family. How can School help these students succeed?
Academic Issues that Affect Motivation in At-Risk Students
Apathetic students are more likely to be disengaged from learning activities generally. As a result of this disengagement these students present a number of challenges for teachers. Among these are:
- Failure to complete homework
- Poor study habits resulting in low tests scores
- Not participating in class discussions
- Disruptive or inattentive behavior
- Below standard classwork
- Poor relationships with classmates
- Disobeying class and school rules
- Difficulty in remaining on task
The total picture can be frustrating for teachers who work hard to teach everyone. If several non-motivated students are enrolled in one class the difficulty increases exponentially. Without knowledge of what to do teachers suffer added stress and the education of motivated students can suffer.
Suggestions for Increasing the Motivation of Apathetic Students
If apathetic students are to be helped districts must not place the entire responsibility on the classroom teacher. There must be at least a school commitment and preferably a district commitment. Class sizes should be reduced to permit more individualized instruction and reduce the isolation of the students. Grade retention is generally ineffective, therefore start early with a plan for success to avoid social promotion.
At the school level special care should given to placing at-risk students with teachers who have a proven track record. These teachers will recognize that at-risk students often have poorly developed manners and social skills – they will be tolerant and try, as possible, to accept the student as he is. Teachers of at-risk students will compare notes and collaborate with each other to plan a comprehensive approach.
Teachers of apathetic students should be caring, positive instructors with knowledge of successful techniques. They will help the student set reasonable goals that are designed for success – success may well be a passing grade or a “C,” whatever is “reasonable.” The classrooms will be models of mutual respect and courteous behavior. Suggestions for improving educational opportunities for apathetic students in the classroom are:
- Teachers need to have realistic expectations for what constitutes success.
- Individualized instruction should be a major approach.
- Consider performance contracts to help motive.
- Teachers should maintain contact with parents regarding individual plans and progress.
- Praise apathetic students for progress – any and all progress.
- Vary methods of instruction and assessment.
- Know the student’s reading and math performance from past standardized tests.
- Know the specific interests of apathetic students and use these with constructivist learning.
- Apply differentiated instructional methods.
- Plan brief, individual meetings with the students on a regular basis to discuss progress, show interest, and offer encouragement.
- Demonstrate flexibility that will allow “re-tooling,” if needed.
- Be encouraging and avoid threatening with failure; minimize discussion of grades.
Enjoy and Celebrate Successes With Motivating Students.
When successes occur, make a “big deal” of it. That doesn’t mean taking the day off, but it could mean calling the student in for a few minutes and privately gush with enthusiasm and perhaps offer a candy bar. Although teachers want to strive for intrinsic motivation, little “gifts” have their place as tangible symbols of progress when used sparingly and unexpectedly. It is proper to understand that with students who are at-risk for failure teachers are often involved in rescuing the student – that may call for unconventional methods as long as they are sound legally, ethically, and morally.
A message to the principal about student progress is often an effective, especially since at-risk students have often had only negative recognition by school officials. The principal can simply call the student in and offer encouragement and a literal pat on the back.
Of course parents should be called or invited in for a conference when an upward trend develops. Parents should be advised about the importance of recognition and the establishment of a routine for studying. Also, they should understand the importance being positive.
Apathetic, unmotivated, at-risk, and disengaged students all have one common problem – they have a higher risk for failing or dropping out than other students. Helping these students involves commitment from the district, schools, and teachers. Students should have the benefit of teachers who have an understanding of motivational techniques and at-risk behavior and who are caring people. These teachers need to apply proven methods of instruction that work at reversing apathy and re-engaging students in the learning process.
Sources:
Tomlinson, Carol Ann. The Differentiated Classroom Responding to the Needs of All Learners. Alexandria: Association for Supervision & Curriculum Deve, 1999.
ed.gov/pubs/EdReformStudies/EdReforms
Harvey Craft - I am a retired educator with diverse experience. I read anything science, education, and history. I write to share what I learn.
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