Factors affecting unmotivated school children

Home culture versus school culture, bad behavior that is perceived to being stupid, and lack of motivation as protective mechanisms are some of the reasons why schoolchildren are most of the time unmotivated.

This was relayed by Marianas High School vice principal and counselor Jessica Barcinas during her presentation to at least 45 CNMI public school teachers Tuesday, on the first day of the four-day Public School System’s second level professional development workshops for school year 2005-2006 being held at the MHS.

Barcinas asked teachers when was the last time they heard their students say, “I don’t have to if I don’t want to!,” “This class is boring. When am I ever going to use that? How come you gave me an F? I’ll come, but you can’t make me do anything?”

The vice principal and counselor reiterated to teachers that as teachers, “Our professional responsibility requires that we teach all students and make our best effort to excite even those who seem not to care.”

Barcinas said her presentation, inspired by the book of Allen N. Mendler’s Motivating Students Who Don’t Care, only reminded the teachers of their responsibilities with their students. “It’s something that they already know but just needs reminding,” she said.

She told the teachers that they should always believe that all students are capable of learning when they have the academic and personal tools to be successful. Secondly, students are inherently motivated to learn, but eventually learn to be unmotivated when they repeatedly fail.

“Learning requires risk-taking, so classrooms need to be safe places physically and psychologically,” she said, adding that all students have basic needs to belong, to be competent and to influence what happens to them. “Motivation to learn most often occurs when these basic needs are met.”

Children are highly motivated to learn more in school when adults treat students with respect and dignity, said Barcinas.

When faced with unmotivated students, teachers should always make an effort to: Build on mistakes or partially correct answers; get in the habit of explaining what mistakes teach; allow the 3 R’s that is redo; retake and revise; separate effort from achievement when grading; encourage each student to improve one little thing everyday; show simple courtesy; reframe unmotivated behavior to encourage effort; and; ask for small things first and give a reason for effort.

Furthermore, the teachers should create hope among the students. According to Barcinas, this means teachers should: Show how achievement benefits theirs lives; create challenges that can be mastered; help students develop goals; help students get and stay organized; collect supplies from students; give before you get; and, demand more than they really expect.

“Unmotivated students might appreciate getting this kind of support from you if they do not get it already. Picture yourself supporting your students in this way,” she said.

Barcinas also told teachers to challenge the refusal of students with respect and that they should ask opinions, use pep talk as much as possible, and offer them realistic choices. Building good relationship between should always be in teachers’ mind that is to be open to student feedback, send notes to students, and offer genuine compliments among many others.

“Express enthusiasm. Let your students know that you love being their teacher,” said Barcinas, adding that sharing the love for the subject would eventually arouse interest among students.

“All educators need to be concerned about those students who become so discouraged that they give up. They need us not to give up on them, especially when they are giving up on themselves,” said Barcinas.