Miwa's reading note #7

From readings of this week, I have drawn two interesting topics closely related to reality I am facing in my class: how to respond to academically diverse students and motivate students.

                                 

Academically Diverse Students

I have always been struggling with how to deal with diversity of students in various academic levels. I see that there are many academically diverse students in my class, and feel that the gap between excellent students and struggling students becomes widening throughout the semester regardless of my efforts to fill it. Learning different levels of intellectual development (Lang, 2008, p. 163) is very beneficial to perceive the problem, and I see the significance of understanding students’ perspective (p. 171). However, my question is “how,” because I always wish my students seek my help when they struggle but they simply don’t do so. The problem is that I don’t get a chance to listen to their situation, no matter how many times I encourage them to see me (Davis, 2009, p. 92, Lang, 2008, p. 182-183).  The students just keep frustrating and being dissatisfied with my teaching without taking available steps.

In addition, I simply hesitate to be involved with something related to students’ personal circumstances (Davis, 2009, p. 92), as long as they don’t voluntarily seek my help. I believe students are responsible to do so, and am also not confident to deal with their situation well. I am keenly aware that it is a matter of balance of course and I should flexibly respond to, though still I have great hesitation. This issue of academically diverse students is not only based on students’ intellectual capability or personal circumstances, but can also be closely related to their motivation problem.

Motivating Students

Students’ motivation is a major issue that determines their attitude toward the entire course and it is very hard for me to manage once they cannot find a good reason for them to be motivated. For example, teaching a course of requirements can give this challenge. The students are always frustrated, dissatisfied with whatever I make efforts to address necessities (Davis, 2009, p. 279). They simply don’t care, and my efforts and positive attitudes sometimes may even discourage their motivation further, as they think “let me alone, not your business, I am in this class only for credits.” I really feel it is not the right way, though using grading as threats (p. 281) seems an only remaining option for me. The students’ attitude leads their situation to the worse: they tend to focus on points without considering how to improve their learning effectiveness, and keep receiving low grades as they don’t try to complete requirements of the course.

Related to the discussion above, I am facing difficulty in building sound and constructive relationship with the struggling students. Once the students start focusing on their grades rather than leaning itself, my role will be rather perceived as a grader with power and authority, which makes me a subject to their challenge. I wonder how I can break the malicious cycle.