Reluctant Teachers,The key to helping seeminglyunmotivated students maybe in the teacher's hands.

Julie Landsman, Tiffany Moore,and Robert Simmons

ow would students teach someone whodoesn't want to leam? Here's what a few 9thgraders we talked with at South High Schoolin Minneapolis, Minnesota, had to say:

"I don't believe that there are kids who 'don't want loL'arn." 1 do believe though, that some kids have troublelearning or don't understand what the teacher is saying orteaching."

"i think what motivates kids to learn is different for eachindividual student."

Well, first of all, I'd address the problem in a good wayand find out the reason they don't want to leam."

. s teachers, there are many things we can't control: disirictbudgets, state legislatures' attitudes toward education andhnancing, No Child Left Behind and how its interpreted, andinequality of wealth and educational privilege. But these 9thgiadcrs mentioned some things teachers can control. Byiocusing on what we can do, we can reach many leamers wbo.tppear to have given up.

But first we need to reframe the problem.

Who Is Really Reluctant?I lie discussion uboul reluctant learners seems to imply thatbtudt-nts alone must become more involved in the schoolingprocess. To reframe the conversation about tbe reluctantIfarner, we musl also consider ihe "reluctant teacher."

Reluctant teachers often avoid students who do not look,act, or talk like them. Tbey may categorize such students asbeing at risk, having behavior problems, or bemg unteacbable.Ladson-Billings (2006) indicates tbat teachers who define.students in such terms create a classroom environment that isnu longer a place of learning and bigb expectations, but rather

How can teachers stay motivatedwhen so many factors maketeaching so difficult?

a place rooted in control and management. Sucb conditionswill not help tbe reluctant leamer become successful.

Just as all reiuctant learners have tbe potential to becomestar students and contributors to our buman family all is notlost with the reluctant teacher. To succeed, the reluctantteacher must adopt attitudes and practices that reach everylearner, particularly those who seem tumed off to school.

Motivation in the Face of Difficultyrhose who become teachers want \o make a difference in tbeworld. They love and care about cbildren. They also want afulfilling job. Unfortunately, the reality of teaching today oftendoes not matcb these expectations. Large class sizes, standard-

62 EDUCATIONAL LEADER^H I p/M.AHt.n 2008

1

Reluctant Learners' ti0 ' m ^^M ized testing, mandated curriculum,

^ ^ ^ bebaWor issues, and school bureaucracy^ i I ^^m ^ ' mak-; teaching more stressful ihan

I ^ ^ 1 1 H I fulfilling New teachers often commentthat leading is much more difficult thantheir training prepared them for. Second-career teacbers say that teaching is thehardest i ib they have ever bad. One studyfound tbat around one-quarter of newhires leave teaching within five years. Inschools thai serve low-income urban areas,the retention rate dips to 50 percent withinthe first five years (Hare, Heap, & Raack,2001).

How can teachers stay motivated whenso many factors tnake teaching so difficult?First, educators can create a network ofpeers to 'ely on when times are tough.They car eat lunch with supportivecolleagues, take lime out of a prep hour tochat wilb others, or go out and have funwith colleagues after work.

Second, teachers need to grab on tothose small and all-too-rare expressions of gratitude tbeyreceive from students, parents, and administrators. All of usbave experienced sucb welccme expressions as classroomteachers. Tiffany, for example, tucked away this note, left onber desk after she taught a unit on global wanning to bersocial studies students at South High School in Minneapolis,Minnesota:

rhank you for leaching me atioui how t can have an impact on myworld. After you taught me about global wanning, I went homeand turned off alt ibe lights we weren't using and rode my bike tothe store rather than ha\'e my brother drive me in his car.

Tiffany had no idea tbe student bad taken tbeir class discus-sions to heart. That note remmded her of her influence on noionly this one studenl, but also the entire planet.

Cultural CompetencePor many learners, the school door represents a barrier tbatdisconnects the classroom frt>m their real life. Tbe reluctant

learner may feel isolated and turned off from school, be itbecause of family problems, cultural differences, language,dialect, or economic dilTiculties. His or her teachers oflen aremore well off, speak differently, dress differently, and have adifferent color skin. Sludents who have bad little prior expo-sure to tbe language and culture of scbools can feel lost. Sucbstudents may resist the school environment and becomeapathetic, angry, restless, or disruptive, depending on tbeirtemperaments.

One avenue toward tnaking the life of the classroom moreaccessible for students is for teachers to daily recognize thestudents' world outside tbe classroom. For example, posting a

A s s o c i . A T i o N FOR S U P E R V I S I O N A N D C U R R I C U L U M 63

poem, quote, joke, song, or picture of afamous person from tbe students'culture demonstrates an awareness ofand respect for students' backgrounds.

Becoming culturally competent meansexperiencing a culture that is not yourownand suspending judgment of thatculture. Specifically, it may mean goingto community meetings and shoppingwhere students' families shop. Itcertainly means learning about thedifferent basic facts, concepts, holidays,and economics of ihe cultures in yourschool.

Relationships with StudentsPositive, caring relationships are vital iorall students, especially those who seernhesitant. Students want teachers tounderstand that tbey bave problemsoutside the classroom. They appreciateteachers who are willing to listen andguide them. Unfortunately just asstudents can be disengaged fromlearning, many teachers can be dis-engaged from t-heir students. This is notto say that they don't care about thestudents, but tbe students may not feeltbat caring (Kuykendall, 2004).

So how can teachers show studentsihat they do care? They can begin byestablishing a positive atmospbere ontbe first day of scbool. Some teacbersmay ask students to write pieces abouttbemselves and share them v ith tbeclass. Teacbers can also have studentsguess the teacher's age or try to figureOta wbere the teacher is from. This leadsto lots of laughter and discussion aboutfirst impressions and stereotypes.

Teachers can maintain tbese positiverelationships throughout the year bygreetmg students ai tbe door and askingtbem how they are doing. These conver-sations only take a few minutes, andthey ensure that, even in large classes,each student has been acknowledged insome way This builds the trust that isvitally important for reaching reluctantstudents.

Many teachers, worrying about the

curriculum they bave to cover, don'twant to lose instruelional days by layingthe groundwork for building commu-nity Yet these relationships can actuallymake it easier to cover the curriculumefficiently because students feel investedin tbe classroom. The time required todevelop relationships with students maybe substantial. However, witbout thistime, ihe reluctant learner may neverbecome engaged in learning.

Connection to FamiliesO\'er the years, we have seen numerousteachers attempting to build relation-ships with students. Although manyefforts have been sincere and well inten-tioned, too often they are disconnectedfrom the students' families.

Robert discovered the value ofconnecting with families when, at theend of a long day, tbe father of one of his8th grade science students at ElmdaleConservatory for tbe Visual andPerforming Arts in Detroit, Michigan,stopped by to invite him to their homefor dinner. Never one to tum down ahome-cooked meal, Robert packed histhings and headed to their home. Tbiswas not the first time tbat he had brokenbread witb a family, but it was tbe firsttime tbat be bad dinner vnth this family

Tbis student was in bis 5tb period classand was working witb him on ascience fair project, yet ibey had neverconnected beyond tbe usual goodmorning and afternoon.

During dinner, tbe parents commentedon tbe number of times that Robert badcalled home to share positive informa-tion about their son. Tbeir son wasnever a demonstrative student, so beappeared to Robert to be a reluctantlearner. The parents believed thatRoberts commitment to sharing goodnews fostered a sense of pride in theirson. The student's participation in thescience fair project was a by-product ofRoberts proactive approach incontacting the parents.

Connection to CommunitiesSer\ice learning projects gi\'e studentsan opportunity to connect what theylearn in school v^tb the communities inwhich they live. Several years ago,Robert and bis 8th grade sciencestudents started a service teamingproject by discussing tbeir Detroitcommunity The scbooi's neigbborhoodbad many vacant lots, bumed-outbomes, and trash on the streets and side-walks. Tbe students and Robert devel-oped a list of 10 problems they wanted

64 E D L X A T I O N . A I L L E A D E R S H I P / M A R I - H 2 0 0 8

to address. One student, Janial, wasadamant about placing matt-'esses on thelist. A sby student who did not oftenparticipate, Jamal was alive vvith energyaboui this topic. Robert was unclearaboul wby mattresses needed to be onthe list, but service learning is aboutcommunity needs, and this was janial'scommunity.

1 n his service learning pro;iect, Jamalbegan a joumey from reluctrnt leamerto outspoken advocate for communityawareness to award-winning sciencestudent. To support the science require-ment for the project. Jamal cut out apiece of a mattress lying in a vacant !otand contacted a local company to helphim analyze the contents. Tbe bacteriaand oiber particles contained in thatsmall piece would tum anyone'sstomach.

This project helped Jamal becomemuch more engaged in class and hisgrades began to improve. Prtyects inwhich Sludents connect school withtheir communities can engage the mostreluctant of learners.

Student InputD, W. a South High 9th grader, offerstbis suggestion for teacbing studentswho don't seem interested in leaming:

i would simply ask them what theirfavorite things are and use th;se thin^ asexamples to leach these studt-nts.

Reluctant leamers need to feel thattbey are heard, that their stories, their\'oices, their questions, and their contri-butions matter. The best teachers makestudent voices the cenier of the class.Sometimes they build whole themes andactivities around student interests andconcems. One teacber, for e^ample,created a science, hisiory, music, andliteraty curriculum centered on hair-styles and the history of fashion (Delpit&r Dowdy, 2002).

Although No Child Left Behind maymake sucb an imaginative approachdifficiili, teacbers ean modify subject

and class assignments by incorporatingsuch engaging activities as surveys, free-vmting exercises, and storytelling. Small-group work, time before and after classto talk witb teacbers, or even organizedafter-scbooi study sessions can also makereluctant leamers feel connected.

Tbe most important way to nunurestudents and keep them in school is tocreate opportunities for them to deter-mine for themselves what will go on intbe classroom. Contracts that givestudents choices, discussions or projectsrelated to issues that pique students'interest, and classroom strateg)' meetingswith students who seem to be driftmgsend a message to the young man wbo issleeping in the back row or the young

tionshelps students transition fromone activity to the next. Students alsoremain focused when they have aconcrete outcome due at the end o\' tlicclass period. If they have "untiltomorrow" to finish an assignment,Sludents will put off doing tbe work,

Another proactive strategy is to have aset of classroom guidelines and proce-dures that students (and parents) haveagreed on. Once students know the rulesand consequences and see that they willbe enforced, tbey arc less likely to argue.Creating a procedure and a place in theclassroom for turning in work and forolitaining and storing supplies can addto tbe order of a classroom. Studentswbo come from chaotic or disorganized

Reluctant learners need to feel that they areheard, that their stories, their voices, theirquestions, and their contrihutions matter.

woman wbo has been skipping scbool:"Your voice, your thoughts, yourconcerns are important here."

Classroom ManagementNothing alienates students more thanthreatening them, and nothing createsmore reluctant leamers than force.Unfortunately, too many teacbers begintheir career witbout a tool kit full ofstrategies for managing student learning,Tberefore, they end up discipliningstudents with force and threats.

A strong, well-planned lesson tbat hasenougb work to fill a class period frombell to bell can go a long way towardkeeping students involved. Tbe minutestudents walk into the classroom, thereshould be an activity to engage them: awarm-up joumal topic; a crazy questionabout science (Do fish sleep?); or apuzzle to solve. Writing the leamingobjective and agenda for the class on tlu-board eacb daywith specific direc-

homes or who feel intimidated by scboo!generally welcome tbis predictability

Even tbe teacher with the best rela-tionship witb students, tbe most organ-ized classroom, and the best-plannedlesson will face days when students donot want to participate. To keep studentson task on sucb days, teacbers mustmaintain an attitude of "with-it-ness."stopping to survey the class every coupleof minutes. Sludents notice how "with-it" a teacher is and act accordingly

When sludents are disruptive, theteacher can often simply "stop and stare"or move closer to the student who ismisbehaving, giving no verbal attentionto the problem. If this doesn't work,tben tbe teacber shoukl simply say thestudents name and "please stop," If thestudent doesn't stop, the teacher may. ifit's feasible, ask tbe studenl to move intotbe bail for a talk. Some leacbers arebrilliant at student hall talks. They speakquietly, gel the student to tell what is

ASSOCIATION FOR SUPERVISION AND CURRICULUM DFVIJLOPMENT

YouVechanged lives.

Now changethe system.

EdDEducationalLeadership & Change

The tdD program's dynamic, mullicul-iiiral k-arning coinmunity promotes(bange by equipping educators al alllevels lo become iransfortnative leaders.Siudents remain in their communities andpursue ibeir professional careers wbileLindcrlaking advunct'd studies.

MACollaborativeEducational Leadership

(CA, GA, MN. Wl)

Designed [or working professionals, theMA-CEL program develops collaboralivcinslruclional leaders who prepare theirsiudents for future social, academic, eco-nomic, and poHlical change. Students alsohave the opportunity to pursue a concen-tration in Charter School Leadership.

Teaching in theVirtual Classroom Certificate

Developed hy renowned Drs. Palloff andPnnt, this graduate level cerlificate pro-gram provides educators tbe skills theyneed lo successfully develop, condufl, andevaluaic online programs and i

Call 800.340.1099www.fielding.edu

l y FIELDING^^^ Graduate Univenity

QUAi.rrY-Hi.rxiB[L.iTY-CoMMUNir\

happening, and then discuss what can bedone. The calmer the teacher remains,the more students will respect the rules.This is especially tme for students whoneed to feel they are being heard.

Self-ReflectionNo mallei- how experienced, the bestteachers are willing to change. Reflectiveteachers admit mistakes and create openconversations with students andcolleagues in order to improve. Tbey askthemselves whether their students are

By focusing onwhat we can do,we can reach manylearners who appearto have given up.

learning, and when tbey don't like tbeanswer, they immediately change bowthey are teaching.

Some educators reflect and leam bywriting down their thoughts and obser-vations daily Some attend workshops onareas where they need support. Othersfind a mentor to bounce ideas off oi.Some leam from their students by givingsurveys, asking students to write in ajournal, or having an open class discus-sion about topics of teacher concern.Whatever their approach to learning,tbey remain open to new ideas andalways seek new ways to ensure that allstudents are learning.

What We Can DoZoe, a South Higb 9th grader, says thatteachers should "try to irispire Istudents].Try to work with them, not againstthem. Try to make the class interesting."

Individual teachers can't control tax

stmctures or national trends. We can'tfix broken homes. We can't revamp oureconomic system to make things moreequitable. However, we can do what Zoesuggests: We can inspire students withour own fire, motivation, research, andideas. We can give students confidencein their ability and tbeir future. And wecan create classrooms that are so vibrant,so full of life and laugbter, with suchhigh expectations and sucb a clearconnection to the world, that even themost reluctant leamer will be tempted tojoin in.

The reluctant leamer creates a thinveneer of resistance to cover his or heryearning. This veneer is penetrable byteachers who take the tunewho them-selves are not reluctant to teach andlearn from all studenis. US

ReferencesDelpit. L.. & Dowdy, J, K. (2002). The skin

that we speak. New York; New Press,Hare, D., Heap, J., & Raack, L. (2001).

Teacher recmitmcnt and reiention strate-gics in the Midwest: Wbcre are they anddo they work? NCREL Policy hnu-i, H, 1-8.Available: www.ncrel.org'policy/pubs/pdfs/p Ivol8.pdf

Kuykendall, C. (2004). From ra^c lo hope:Strate^esjor reclaiming black and HispanicUudcnts (2nd cd.), Bloomingion, IN:National Educaiional Senicc.

Ladson-Billings, G. (2006). Yes, but how dowe do it? Practicing culturally relevantpedagogy In j . Landsman &C. Lewis(Eds,), White icachers/Diverse classrooms: Aguide to building inclusive schools, promotinghigher expectations and eliminating racism(pp. 29-42). Sterling, VA: Stylus.

Julie Landsman is a retired teacher;author of A White Teacher Talks AboutRace (Scarecrow, 2001); and coeditor ofWhite Teachers/Diverse Classrooms(Stylus Press, 2006); ]landsman@goldengate.net. Tiffany Moore is a teachermentor for Minneapolis Public Schools inMinnesota; tiffanv.moore@mpls.k12.mn.us. Robert Simmons is AssistantProfessor of Teacher Education atEastern Michigan University, Ypsilanti;rsimmon6@emich,edu.

6 6 E i J L i C A l l O N A L L t A D t K ^ U I P / M A i U II 2 0 0 8