The Reluctant Student by Joshua Brackbill https://padlet.com/joshbrackbill/cjnw6fci66d9yaik en-us 2024-06-06 10:42:28 UTC 2024-06-06 13:31:00 UTC hello@padlet.com https://padlet.net/icons/png/1f48e.png Reluctant Student Johnny joshbrackbill https://padlet.com/joshbrackbill/cjnw6fci66d9yaik/wish/3020138623 Johnny sits at his desk with his arms crossed, with a look of disgust on his face. He does not take notes, or engage during class. Johnny does not sleep during class, but his body language is concerning. When working in groups, he stays quiet and does not participate.]]> 2024-06-06 10:46:58 UTC https://padlet.com/joshbrackbill/cjnw6fci66d9yaik/wish/3020138623 Classroom Environment joshbrackbill https://padlet.com/joshbrackbill/cjnw6fci66d9yaik/wish/3020172780 Kathleen Gould Lundy, in her book, “What do I do about the kid who…?” Suggests that classrooms are like doors (Lundy, 2014). They can be screen doors, half doors, revolving doors, etc.  Each type allows certain elements in and keeps certain elements out. ]]> 2024-06-06 11:31:30 UTC https://padlet.com/joshbrackbill/cjnw6fci66d9yaik/wish/3020172780 Heart of the Matter joshbrackbill https://padlet.com/joshbrackbill/cjnw6fci66d9yaik/wish/3020173303 Robyn R. Jackson, in “How to Motivate Reluctant Learners. Mastering the Principles of Great Teaching” mentions several “Root Causes” for student resistance. The number one cause is “Fear of Failure. The second cause is “Lack of Relevance”. The third cause is “Lack of Trust.”
In order to overcome student resistance, the student must understand that they are valued. A teacher’s response must be tailored “to directly address the root cause of students’ resistance and build value in students’ own terms.” (Jackson, 2011, p. 71) ]]> 2024-06-06 11:32:17 UTC https://padlet.com/joshbrackbill/cjnw6fci66d9yaik/wish/3020173303 Practical Suggestion joshbrackbill https://padlet.com/joshbrackbill/cjnw6fci66d9yaik/wish/3020194333 Dr. Marzano, in his book, “The New Art and Science of Teaching” gives a list of strategies that can be used to understand students’ background and interests. The purpose is to get to know students in order to develop a teacher-student relationship (TSR).  In Johnny’s case, I would suggest to implement the very simple “Individual teacher-student conference.” According to the book, “The teacher schedules individual teacher-student conferences. The teacher covers both academic and nonacademic subjects to better understand the student.” (Marzano, 2017, p. 91) A follow-up parent-teacher conference could be appropriate as well.]]> 2024-06-06 11:58:16 UTC https://padlet.com/joshbrackbill/cjnw6fci66d9yaik/wish/3020194333 In summary… joshbrackbill https://padlet.com/joshbrackbill/cjnw6fci66d9yaik/wish/3020196933 Johnny is disengaged and reluctant to learn. The teacher needs to find out why. The classroom “door” should probably be like a wooden door with a glass panel, in order to shout out the noise and not let any listen to the private conversation. The teacher should implement the Teacher-Student Conference in the attempt to show the student that they are cared for, valued, and safe.  This will hopefully lead to the student engaging more in future classes.]]> 2024-06-06 12:02:04 UTC https://padlet.com/joshbrackbill/cjnw6fci66d9yaik/wish/3020196933 Sources joshbrackbill https://padlet.com/joshbrackbill/cjnw6fci66d9yaik/wish/3020220897 Lundy, K. G., & Revington, K. (2014). What do I do about the kid who--?: 50 ways to turn teaching into learning. Pembroke Publishers.

Marzano, R. (2017). The new art and science of teaching. Solution Tree Press. 

Jackson, R. R. (2011). How to motivate reluctant learners. ASCD. 






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