I think this is one of the biggest issues teachers of all grades, well ALMOST all grades, deal with and complain about. Small wonder our students feel apathy about their education if adults around them feel the same way. Small wonder adults feel that way when they hear about books with titles like: All I Really Need To Know I Learned In Kindergarten. Never mind that the book isn't about learning. What are some things you do to fight student apathy? Please add your ideas below.
- Myself, I remind my students, daily, that it is THEIR education not mine.
Thanks Karsten for all of your work on these pages! It could be interesting to investigate the nature of apathy. Our whole society seems to be suffering from it. However, I think dealing with a lack of motivation, engagement, passion, etc. has to be from within the context of classrooms and schools as communities. Many people talk about "learning communities," but that doesn't really capture much excitement (does for you and me, but probably not kids). The notion of "community" (Lave, Wenger, Rogoff, et al.) has four basic components: (a) the nature, purpose, and function of community; (b) the meaning associated with participation in the community; (c) identity as a participating member of the community; and (d) the participation and practices involved in being a member of a community (see http://elsci.coe.nau.edu/readarticle.php?article_id=11 for further information… however, it deals with professional communities, but still applies to classrooms). From the forefront of current research and practices (where schools actually try to do something sensible:) ), classroom communities focus on students as producers of knowledge rather than consumers of knowledge. Project and inquiry-based approaches that engage kids in real, relevant, and meaningful work can make a huge difference in motivation. However, doing something like this takes courage, patience, perseverance, and support (if possible… makes the job easier). It's also a process of de-programming and psychotherapy. Kids are heavily embedded in the "school game," apathy, etc. It could take a long time to convince them an alternative is real. Freedom Writers is an example of how this happens. However, I've seen it in other classrooms around the continent. I think "identity" is a key factor. If kids see themselves as "students" who have to follow the "stupid" rules and do irrelevant tasks, this identity is really pretty pathological. However, if students can move to identities, like "poet," "investigative reporter," "scientist," "social change agent," "artist," "inventor," "athlete," or whatever, the nature of the whole beast changes. The problem is that everything above us in the hierarchy of schooling is an obstacle or border (pay attention to these bold-face metapatterns as we read about them shortly). So, how do we work with overcoming these hierarchical obstacles? - So, for everyone else, start adding some ideas to what Karsten has started here.
In order for students to be motivated to learn, there has to be a sense of self-worth; this can be achieved through collaboration with parents/students/teachers. Regardless of societal constructs such as extreme competetiveness and socio-economic standing, the components need to be present to create success; the responsibility lies in the collaboration. The parents support the needs of the students, the teacher creates the environment to foster and enhance learning, and the student performs. All too often I hear parents complain about their children not doing well in school, lack of motivation and drive, while they consistently criticize their child and refuse to take responsibility in doing what is necessary to provide support. Most parents simply believe it is the teachers responsibility, when in reality it is the parents, teachers and students. Parents have to provide some type of emotional support when the individual is not in school, whether it is a 30 minute block of time for reading, math homework or help with a science project, that time is needed and necessary to keep the motivation high and promote self-worth. As a behavior specialist, I rely on the scientific evidence to justify what the individual needs in order to be successful - 90% of behavioral issues is environmental the other 10% is the individual - lack of motivation - lack of self-esteem - self-worth -
I was reading an article the other day (The Shame of American Education by B.F. Skinner) that talked about individulized learning and self paced instruction. I thought about the students who are not motivated to work through shcool and how self paced learninng may help them. I think that if students were not grouped in a class where they had to learn at the same pace as the rest of the class, then they may be a little more motivated. These less motivated students would see their peers around them excelling and learning at a rate much faster, and they may want to catch up to their age group. For example, if a student saw his or her peers finishing high school in only three years as opposed to four years this may motivate them to work harder. The instruction would be at their level so they could be successful and not feel like they were behind. This individualized instruction would provide motivation for both the high achieving and low achieving students. There are many excelling students who sit in a room full of disruptive low achieving students. They put up with it because they have to stay with their age group or grade. These students could excel at their own rate and set the pace for their own age level. The students who fell behind would be responsible for their actions on an individual level and would see that their apathy is leading them down a path where they would have limited options career wise. What student would want to be labeled as the student that took 5-6 years to comeplete high school? To add more motivation, what if prospective employers asked why it took so long for a student to complete high school?
Student Apathy in the Classroom
Louis Cheney
Northern Arizona University
Student Apathy in the Classroom
Introduction
During this past year, I have observed students in my mathematics classroom who needed to take more initiative towards their education. They needed to complete more assignments and participate more in class. There was not just one student who demonstrated the above behavior, but there were many. For example, Eric Cook was a prime example of an apathetic student. He had failed the previous grade and was in danger of failing for three quarters in a row. Eric turned assignments in late, and he missed many assignments. He also did not participate in class well. He decided instead to socialize and to disrupt the class. The sad fact is that there are many students in America like Eric who are apathetic towards their education. Why are these students apathetic and what can be done to decrease the number of students who have this care free attitude towards their education? What is the cause of student apathy?
Evidence of the Issue
Let us first provide a general illustration of student apathy in the classroom before we discuss the causes. McGonigal (1994) , a graduate student at Saint Xavier University , mentions in his masters thesis that student motivation is lacking in the nation. He declares “ research indicates that motivation is a significant educational problem … it is a self evident truth that motivation for learning is a major national concern “ (p 7 ) He also mentions that students show signs of apathy by exhibiting unacceptable behavior, being truant , and earning low assignment scores. McGonigal (1994) cites in his article the 1983 National Commission on Excellence in Education, a Nation at Risk report that says “The educational foundations of our society are presently being eroded by a rising tide of mediocrity” (p 9).
Hwang (1995) also shows evidence that the students of today are showing signs of apathy. Hwang (1995) relates in his article, Student apathy, lack of self responsibility and false self esteem are failing American schools, that in the American society Americans are always looking for the fast and easy way out. They expect to get the best results with the least work. He goes on to say that American students have an anti-academic behavior and at times accepting this anti-academic behavior is a way to be accepted among peers. He also states that the lax academic attitude that American students have often will rub off on the students who immigrate to the United States. He states on page three
For many American youngsters, school has become an amusement park where they can have fun and excitement by constantly challenging existing rules and regulations, and the powerlessness of teachers exacerbates the problem. Numerous studies indicate that, of a multitude of problems educators face, lack of discipline caused by anti-academic student attitude is the greatest factor which inhibits learning and school reform.
Another source argues that student apathy is very common across the United States. James Rafini (1986) in his article, Student Apathy: A Motivational Dilemma , states on page one that “student apathy and noninvolvement are common as chalk dust in many of our nation’s classrooms.” He relates that in Chicago in 1985 that almost 40 percent of freshmen ended the year by failing two courses.
Hwang (1995) relates that the student apathy towards learning makes it almost impossible for teachers to teach effectively and for schools to succeed. He discusses in detail the apathetic attitudes that lead to poor academic performance. Hwang (1995) counters the 1983 National Commission on Excellence in Education, a Nation at Risk report by relating that the problem lies with the students’ lax academic attitude and the parents who promote that attitude. He contrasts the American academic attitude with the Aisian-American academic attitude and gives examples of Asaia-American students succeeding in schools while many of their American peers do not.
Hwang (1995) also discusses the lack of self responsibility that many American youth have developed. He states on page five
America has a youth problem, and yet when a child fails to learn, many parents excuse the child and flee from their responsibilities by blaming schools. This pattern must be broken, or any attempt at school reform is doomed to failure. Schools are made up of young people; schools' success and failure are largely dependent on the attitudes of those who walk the corridors and meet in classrooms everyday.
Hwang (1995) goes on to say that when students develop this lack of self responsibility they fail to learn. He then explains that the poor academic behavior is the fault of the student and not the learning situation that they are in. He relates that the parents are also responsible for the failure of their children.
Analysis of the Issue
Now that we have discussed several examples of apathetic children and students, let us analyze why so many students possess this apathetic behavior and attitude. Parents today are raising children to be apathetic. Dichele (2006) in her article, Academic Achievement in an Age of Irresponsibility, states that parents and sometimes teachers are contributing to the irresponsible and apathetic student attitudes and behaviors. She discusses in her article that often times in our Contemporary American society that parents will shield their children from the responsibility that will cause them to learn and grow. She relates that parents do not let their children reap the own benefits of being responsible for their own choices and actions. When parents do not let their children learn from their mistakes, they are raising apathetic children. Hwang (1995) also talks about parents raising apathetic children. He states in his article on page five that “Student apathy in America is, by and large, the result of parental apathy. Educational systems throughout the world have been founded upon the premise that the parents are an extension of the school and vice versa. This is not a valid assumption in modern day America” He also relates that schools often assume that students come from the traditional family with two parents in the home where one is working in the work force and the other is working at home to provide an atmosphere conducive to learning. He also relates that when this traditional family is absent, that the parents will often expect schools to take on some of the responsibilities that were historically given to the family. He tells that the parents are too busy divorcing or feeding their own addictions that they do not have time to raise children who want to succeed in their education. He relates that these types of parents do not have time to give their children the academic support they need. He then goes on to say these busy parents do not work with their own children to develop a positive academic attitude.
Another reason that students are apathetic is because they choose apathy for peer acceptance. In Hwang’s (1995) article he discusses that students will exhibit poor academic attitude for peer acceptance. He gives examples of how immigrant children will accept this attitude to blend in with their peers. I have also seen in my classroom that some students who have the zest for learning and academics will be ridiculed. The students who are apathetic and who are failing the class will often vent their frustration toward the students who are doing well. These students will be labeled as nerds from their peers and this will lead to negative effects in terms of academic attitude. I have seen these students who have a zest for learning and academics turn toward apathy for the sole reason of peer acceptance.
Another reason for student apathy is that many students use this as a defense when they are not succeeding. According to Rafini, (1986) students who can not settle for mediocrity will use apathy and nonparticipation as a defense. He relates that these students do not want to have their reputation hurt so instead of being average they will turn to indifference and apathy. He relates that many students perceive success by the grades they are given in school. He expounds that some of these students will take on the attitude that if they do not try anything then they can not fail anything. He attributes this student perception that one is born with ability as opposed to one can work for success to the teachers and schools that preach it.
The culture we live in as Americans contributes toward the apathetic attitudes and behaviors our students are exhibiting in the classroom. In Hwang’s (1995) article, he declares on page four “much of American society glamorizes easy success and the fast life. This cultural fashion has reached such a dangerous point that American children readily challenge authority and disdain intellectual development and achievement.”
Let us now turn to a more analytical perspective on why students are apathetic towards their education. In Jeanne Ormrod’s (2008) book, Human Learning, she discusses several motivations for learning. One of the frameworks she discusses to describe human learning is Maslow’s Hierarchy of Needs. This is more of a humanistic approach. According to Ormrod (2008) all people have the following needs in this order: physiological needs, safety needs, love and belongingness needs, esteem needs and needs for self-actualization. The order of these needs is significant. People are going to meet the physiological needs before they will satisfy the self-actualization needs. Students are apathetic toward learning because it is not high on their hierarchy of needs. If learning in the classroom was necessary to physically survive, then there would be few apathetic students in the classroom today. Students will meet their physiological needs before they will meet their esteem and self actualization needs. If the reverse was true then we would have students who were less apathetic. Being successful in school is more of an esteem or self actualization need. In my opinion, this is one of the best explanations why students are apathetic in the classroom. A student may think why learn when it is not immediate to my survival.
The next component I would like to use to analyze why students are apathetic is the concept of Operant Conditioning proposed by B. F. Skinner. In Ormrod’s (2008) book she talks about Skinners concept of operant conditioning. Ormrod states that the general idea behind this concept is that attitudes and behaviors increase when they are followed by some type of reinforcer. She relates that in Operant Conditioning the reinforcer must follow the response, the reinforcer must follow immediately, and the reinforcer must be contigent on the response. How does this relate to student apathy?
According to Rafini, ( 1986 ) students will often turn to apathy when they can not achieve the best possible result. When teachers or parents label students as the smart or less intelligent after they have performed a certain task, the teacher or parent is providing a reinforcer like Ormrod (2008) talks about. This reinforcer can cause the behavior to reoccur as in operant conditioning. If parents and teachers are automatically labeling students as smart or less intelligent this can give way to the idea that intelligence can not be developed by effort. When students receive these compliments or reinforcers that they are smart or dumb they may continue to perform to receive such compliments. The students who are not getting these compliments choose to turn to apathy like Rafini (1986) talks about in his article to avoid the perception that they are not smart. If they are not trying then they will not get labeled as smart or dumb. Apathy then becomes a defense mechanism they use.
There are many types of reinforcers that can cause behavior to reoccur. According to Ormrod (2008), there are material reinforcers, social reinforcers, activity reinforcers, and intrinsic reinforcers. The grading system can also be seen as a reinforcer like Ormrod (2008) talks about. When students do not receive all A’s on their report card they may turn to apathy like Rafini (1986) talks about in his article.
My Analysis of the Issue
Now let us discuss my analysis of the problem of student apathy in the classroom. I think that one of the main roots of this problem is the moral decay of the society we live in today. Many families are broken, children disrespect adults, and many people in general have lost common courtesy towards one another.
Let us discuss how the family plays a part in student apathy. If the parents of the students do not see a need for education then why should their child? If the parents do not possess common courtesy and respect, how are we to expect that their child will come to school with a good attitude about learning? If parents are not teaching children to have a love for learning when they are young how can we expect them to keep that love for twelve years in school? Many children are apathetic towards learning because they have not been taught any better. They do not have positive role models in the home to look up to. I can not stress the major factor that parent involvement plays in the level of apathy that a student will possess.
How do children not respecting adults lead to student’s apathy? If children do not respect adults, then it is harder for them to respect a teacher. Often times, teachers need to direct children so the class can be an environment where everyone can learn. When children do not respect the teacher they learn to disrespect learning because the teacher is the person who values learning and is trying to present new information. The disrespectful children often enlist others to join their cause and soon there is a room full of children who are lazy and disrespectful.
I also think that students are apathetic towards learning because they would rather socialize than challenge themselves. Many students today come to school merely for the social aspect. They would rather talk or listen to a friend then listen to the teacher and engage in academic discussions. I think this is the case because the age of the students. Many teenagers are wrapped up in the here an now. Education to them does not seem as pressing of a need as does their social life or the latest update on Facebook.
I also think another reason for student apathy in the classroom is the issue of standardized testing. Students may feel pressure to learn just to perform on a test so they can graduate high school. Some students may feel that standardized testing takes the fun out of learning. Some students may feel pushed to learn so much content in a certain period of time just to meet the needs of a standardized test.
I feel that children are apathetic in the classroom because they have so many distractions in this age of technology and information. Technology is great, but it can be a distraction. Students often find they have to choose between playing video games or doing homework. They get distracted by the information on the internet. There are social networking sites that demand their time and attention. There are many chat rooms and ways to send email. Students are constantly receiving updates on the latest social updates via Twitter, Facebook, and other web sites. The students of today have so many more distractions then the students of yesteryear.
Conclusion
So with all these distractions and other issues how do we get rid of student apathy in the classroom? Here are a few suggestions. Students need to be motivated to learn and parents need to back up that learning.
How do educators motivate students to learn? Educators can relate the content to the real life of the student and present the content in a way that the student would see it beneficial to learn. Educators can use emergent curriculum and give students choices in what they learn. When students have a choice to learn, they are often more engaged. Educators can provide all students with the concept that everyone can learn and be successful as long as they put the effort in. Educators can use technology to motivate students to learn.
How can parents motivate students to learn? Parents need to stress to their children that having a positive academic attitude is key to learning and succeeding. Parents need to back up teachers and administrators in the discipline of their children who do not have this positive academic attitude. Parents need to provide students with a healthy environment to learn in. They need to give their children the academic support that they need. Parents need to get involved in the politics of schooling so their children can have a more motivating environment. Parents also need to start teaching their children while they are young to have a love for learning and academics.
References
Dichele, A. M. (2006). Academic Achievement in an Age of Irresponsibility. Taboo: The Journal of Culture and Education, 10(1), 29-33.Retrieved from EBSCOhost.
Hwang, Y. G. (1995). Student apathy, lack of self-responsibility and false self-esteem are failing American schools. Education, 115(4), 484. Retrieved from EBSCOhost.
McGonigal, C. (1994). Student Motivation in the Classroom. Retrieved from EBSCOhost.
Ormrod, J, (2008). Human Learning. New Jersey: Pearson Education, Inc.
Raffini, J. P. (1986). Student Apathy: A Motivational Dilemma. Educational Leadership, 44(1), 53. Retrieved from EBSCOhost.
Nice job, Louis. I too have this problem with high schoolers. I see this as a defense mechanism as well. I try to remind students that I am the only one with the degree in the room so their peers not knowing much more than them should encourage them to break out of their shells.
This is such a microwave society that wants things NOW and education is not so high on their list of priorities when they can send a text and receive instant gratification. It is scary.