Teachers, how do you motivate the student(s) that thinks a D is okay?

Question

They always say that "it is good enough, I am passing". What ever happened to pride and excelling?

High School

Answer 1

I teach college so I don't have to deal with as many of these students, and I don't have to care (though I do.)

Usually I try and explain to them the benefits of working harder--learning to love difficult subjects--but this is seldom successful. The only positive thing I can say about these students is when they do leave school, and let the world kick their butts for a while, many of them come back, a little more mature, a little wiser, and ready to work.

The real problem with students like this is that they suck all the air out of the room. Hang in there--you're still doing good work.

Answer 2

I work with high schoolers, so I am answering your question based on what I do with kids that age...

Teens with Ds are hard to motivate. Usually, by high school, the shock of bad grades has more than worn off. I've gotten some gains by asking students if they know only about half of what we study. They say no and I say that is what getting a 60% means. Sometimes this "do you want to look like you're dumb" approach works. Oftentimes, it doesn't. Sadly, tapping into external motivators (prizes, etc.) won't give you long term changes in behavior, either.

Sorry I am not more help. If you find the answer, I would love to know it. Better yet, bottle and sell it. ;)

Nicole

Answer 3

I have a friend who has a construction company and I take them out to dig ditches in the caliche rock for a week by the end of said week they want much better grades cause that is the only job available to D students. I have done this 57 times and only had one parent object. She was third generation welfare. The school administration backs me or it would not work. The time it worked best was when dad came and supervised that ditch.

Answer 4

I think it's the matter of their attitude towards life. They may even the best philosophers in the world - not seeking for those things they may never get (an A for example). Therefore, what teachers have to do is to make an 'A' possible to them. Maybe you give them small tasks which can be done with least effort. This is a confidence-building process which may take a very very long time.

Answer 5

Talk to their parents, and inform them that they can do better. They need to start at home with education and motivation. I never settle for lower than a C even though I've gotten pretty bad grades in High School. But see my school didn't have teachers who cared that much about our education just their pay checks.




Krazy Libra

Answer 6

I've found that Rigor, Relationships and Relevance go a long way.

(Relevance) Valuing what students are passionate about outside of school, and finding ways that those interests and passions can be incorporated into the classroom is an important first step. If a student is passionate about music, it can start with having them find a song that relates to the subject matter you are teaching, or can go as far as giving them credit for creating a song/musical piece that reflects your curriculum area. You can give students multiple options for the same assignment (layered curriculum) that caters to their interests/specific skillsets or intelligences.

(Rigor) Start with what they know, what they are capable of doing, minimizing the chance of failure as much as possible. Ask them a question in class that you are sure they know the answer to. Meet them where they're at, and allow them to feel comfortable, seeing themselves as academic scholars who are capable of being successful. Then provide them with the opportunity to expand their skills and knowledge by making the curriculum more intensive, more rigorous, more interesting. If you raise your expectations, your students will attempt to meet that bar. It may sound cliche but it's true.

(relationships) Get to know your students-- that doesn't mean calling them at home and getting yourself into professional murky waters, rather it means giving personalized constructive feedback, recognizing their strengths, what they're interested in, etc. Invite a group of teachers to go to student athletic events, music concerts, etc., to show that you support your students' positive extra-curricular activities. Give students venues, such as through a journal or freewrite, etc., so that they can give voice to their experiences. Share with your students your own outside interests-- you are human too, and it helps your students to see you in a human light.

If students feel that their teachers care that life exists beyond school, if they feel that their teachers respect them, and if they feel that school really has something to offer them, then learning comes alive, and they'll want to learn for the sake of learning, rather than for a grade, and that's what we're really aiming for.

Answer 7

My strategy is usually to talk personally with them and find out their goals. The D for DONE kids usually have nothing waiting for them after school and they need ideas or inspiration. They use D's to justify not going to further schooling and they resist that because they think they are stupid. You need to try to reinforce the fact that there is something waiting for everyone who tries. Vo-tech, comm. college, OTJob training, etc. Some are afraid they can work hard and still not achieve anything, proving they are stupid. Need to reinforce also that they must have talents, even if it is not reading or Math. SOMEONE writes video games, SOMEONE builds skateboard parks, SOMEONE sets up stages for death-metal shows. But also, SOMEONE flips burgers, sweeps up after animals, cleans toilets too. GOOD LUCK!

Answer 8

For my students I try to make it an intrinsic development. I try to help them realize that they pave the path to their future and no one is going to do it for them. The choices they make are the ones they have to live with. If they shoot for the moon and miss at least they can still be amonst the stars. Make sure they have a reality concept of how they can support themselves or their family in today's world.

Answer 9

Ask them what they'd think if they were given only a slice of bread and half a green potato to eat everyday with a cup of water. Tell them, that sure they'll survive, but what the quality of that kind of life would be. Relate that to their schoolwork.

Answer 10

Give them prizes or treats when they do well :] Or have them work in groups. Create more fun projects such as adding art, music, and/or games to subjects. Those are a few suggestions :]