Motivating the Unmotivated

[Kriegel]

I have a junior in a small group situation. He is in the group because of poor grades. He has not diagnosed learning disability, but he is a poor reader and writer.

He still need to pass the social studies section of the OGT (Ohio Graduation Test) in order to earn his high school diploma. Our school has recently purchased an online study program which seems like it should be very helpful, but there is a lot of reading that goes with it.

The school is expecting him to work with this program at least 3 times a week for about 45 minutes a secession either during my class or at home. He is not on board. I called home to let his dad know about the program, but his participation has not increased. When I force him to do it during my class he just guesses at the answers.

Any suggestions to motivating him??

[Boxcar]

It may not be an issue of motivation. If he cannot read the questions, he cannot complete the program. First, he needs support getting to the level of reading proficiency required by the test. Then, you can see if it really is a lack of motivation.

[AtoZ]

I agree that the student's reading inability (or below-level ability) may be masquerading as or fueling lack of motivation.

Have you had a meeting with the student? I'd do that first, without other students there. I realize that you have a small-group setting and may have time for individual meetings even during class, but it's highly unlikely that a young man who is a junior will admit, in front of his peers, that he's struggling with the reading.

Do you know how to assess reading skills? with more than one assessment? (I believe that any single one is inadequate by itself)
If this is the cause, then knowing exactly at what level he reads would at least give you a starting point, to know how big of a gap you have to fill.

[EHE]

I know you have to be kind of serious as a teacher, but did you try getting to know the kid? Now I'm just a student, but if a teacher wanted me to do something, I would want to trust them (and in turn trust they were telling me things that would help me), and maybe I wouldn't do something if I hate the teacher. Try being serious, but maybe friendly too, who knows, maybe the kid just thinks that its just not worth doing it, or not worth graduating. Help him through it...and try to be kind about it...maybe it will work

[Ebeth]

I agree, you have to build a relationship with the child so that they will let down their affective filter and be willing to take a chance in class. If the student knows that you really care and aren't just "on his case" then maybe he will take a chance on you.

[Kriegel]

Thanks for your responses.

I have actually tried to have him tested. I got permission from his father. I explained to the student that we wanted him to take these tests because I thought that he might have a learning disability. He started to take the tests with the specialist then refused to cooperate any longer. He kept saying that we were calling him stupid, that the test was stupid... I and the specialist explained to him that we were not calling him stupid. That there are a lot of very intelligent, successful people - and gave examples - with learning disabilities - and if we could figure out where the disconnect in his learning was that we could better help him succeed in school. He would not go for it. We still have not finished the testing.

I think I need to try to get him to cooperate with the testing again. Maybe because some time has passes he will come around.

[AtoZ]

It may prove difficult... considering what you've added, this student will most likely keep his guard up until someone shows interest in him as a person, not just as a student.

You probably have a time frame for helping him improve, and it's tough to force the building of a student-teacher relationship.

I'm not sure that I would have told the student that he's being tested to see if he has a learning disability. A teenager hears that as "let's see where you're deficient" or "let's see what your weaknesses are" ... as a matter of fact, I think that many adults would hear that.

Considering that he already thinks you're calling him stupid, I'd have a conference with him... with the sole purpose of trying to show this student that you care about him as a complete individual and that we're all human (share a bit about your difficulties/frustrations when you were in school?) Maybe you can try to rectify the "learning disability" thing by telling him a bit about the 4 learning styles? or about multiple intelligence theory? you can even do the multiple intelligence test together, by reading the questions out loud and marking your answers?
Also, I noticed that you're mentioning the student's dad, but not the mom....if she's not in the picture, is this something that is bothering him?

Again, time may be the enemy in this whole situation, but if you can squeeze in any of it to help this student see that you're genuinely interested, I'm sure it can, if nothing else, help you understand why he's struggling.

Good luck :)

[Kriegel]

Thanks for your input. I will keep trying.

[David]

Perhaps you could sit the student down and lay the cards on the table. Say this is where we want to get you and this needs to be done in order for you to get there. Ask him to tell you how he feels about that and what obstacles he feels are standing in his way. He needs to realise that ultimate responibility for his success has to come from him but at the same time there are a lot of people prepared to help him along the way.

[Boxcar]

I think this was mentioned before, but I want to repeat it. Where are you talking to the student? I don't see much success if it is in the room in front of his peers. Have you mentioned to him that if he is tested and needs assistance no one has to know? He may be scared that peers will find out or that he will be placed in a self-contained spec. ed. room.

[Kriegel]

We actually have a separate room that we do conferencing with individuals. All of the discussions about testing have been held in that room.

[dsmms]

I explained to the student that we wanted him to take these tests because I thought that he might have a learning disability. He started to take the tests with the specialist then refused to cooperate any longer. He kept saying that we were calling him stupid, that the test was stupid... I and the specialist explained to him that we were not calling him stupid.


Perhaps you can tell him that you want to rule out a learning disability. If he will listen now, I would explain that there are a variety of reasons that someone can struggle. If he missed a lot of days in school, he may be missing a few of the building blocks that allow him to progress. It may not be a disability at all. If you explain it to him, perhaps he will be more receptive to the testing. Let him know that if you thought he was truly stupid, you wouldn't be trying to find out how to help him.

[Kriegel]

I'm not sure that I would have told the student that he's being tested to see if he has a learning disability. A teenager hears that as "let's see where you're deficient" or "let's see what your weaknesses are" ... as a matter of fact, I think that many adults would hear that.


Just a question: What would you have told him the testing was for?