geoffPETTY
Affecting the disaffected
Geoff Petty suggests some ways to get to the root cause of disaffection in students. And FATE could help them find the answer. Geoff is the author of T
eaching T oday and Evidence-based T eaching
Disaffection is a symptom of a million ‘diseases’, which is why it is so dificult to treat. It’s not always the student or apprentice who has the problem, either. It can be the design of the course/ apprenticeship, or the teaching. Let’s probe for the most likely solutions. Then if
they don’t work, I’ll describe a ‘silver bullet’. First, a checklist. • Are the students/apprentices studying at the appropriate level?
• Do they have the necessary prior learning? • Have you actively sold the value of your provision to the learners from the point of view of progression, and the careers, lifestyle and earnings it might open up to them?
• If the course or apprenticeship is not appropriate, can the learner change to something more suitable? If that’s not found the problem, then what about
the teaching? However dificult the student(s) might seem, everyone needs attainable tasks that are reasonably interesting and challenging, and everyone needs some recognition for their work. Students enjoy creative work, presentations,
choice, meaningful activities, and expressing their own opinions. Yes, I know disaffected students don’t behave well when they are given such tasks, but they behave even worse if they are not. If the work can be exhibited or presented to peers, that is a bonus. Can you photograph the work, or put it on a website so the learner can show it off to their family and friends? Sadly, peer and home attention often trump teacher attention. No such problems with the teaching? Okay, consider putting the student into ‘intensive care’. By giving special attention: show you value the learner as a person by asking them questions not related to the content of the course or apprenticeship. Show interest in their views by eye contact,
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smiling, and nodding. Try using their name more often and in a positive way, and giving them special duties. Do not be judgemental. This is not easy! Some students are demanding to turn around, but they will be even more demanding if you don’t turn them around. If we don’t give them attention for what they do well, they will demand it for behaving badly. It might help you to remember that NSPCC poster: “He drinks, he smokes, he spits at his teacher... What he needs is a damned good cuddle.” Still no solutions? Okay, here comes the silver bullet, but it takes time: diagnose the particular
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