How To Handle Students Who Are Too Cool To Participate

You spend precious minutes preparing a great lesson. It seems fun. It’s interactive. It gets students moving.

And you’ve got a great story to introduce it.

But just as you begin explaining to your class what they’ll actually be doing, you see eye rolls. You hear sighs and groans.

A student appearing to speak for the group even says under their breath, “Why do we have to do this?”

It’s demoralizing. And it causes you to question your ability. Maybe your lessons are too babyish. Maybe your presentation style is lacking. Maybe you’re not cool enough to match their detached and impassive vibe.

But it’s all a lie.

You see, the truth is, it’s not you. It’s them. And if you give in to them, if you believe the lie as so many teachers do, you’ll never reach them. You’ll never inspire them or challenge them out of their comfort zone.

Nothing, therefore, will ever be good enough. Every lesson will feel as if you’re pulling teeth.

But what your students are showing you—the malaise, the indifference, the apathy—isn’t really who they really are. It’s a mirage whose source varies by student.

Some are so numbed by social media and video gaming that they’ve lost real-life enjoyment.

Some don’t know or don’t believe that learning can be fun.

Some think they’re supposed to act cool in front of their peers.

Some are indeed excited but afraid to show it.

Sadly, this collective attitude causes scores of teachers to become fearful and do the opposite of what they must do to engage their class. And what must they do?

Plow on. Realize the lie, ignore the negativity, and ramp up your determination to teach your awesome lesson anyway.

Pretend you have not one naysayer. Be perfectly oblivious, tunnel-visioned, a cruise missile honing in on its target. Charge ahead unbowed.

There is, however, a tweak I recommend when your class displays too-cool-for-school attitude. It takes a bit of extra time, but it largely negates lack of participation.

The tweak is to double-down on modeling. Be excessive in detailing verbally and demonstratively what exactly they’ll be doing.

When students are able to see themselves in their mind’s eye playing the game, for example, or building the project or competing in your goofy relay race, then they’re more comfortable from the start.

Furthermore, when they see your bold determination, they know it’s useless to resist.

You also want to make sure you use the “go” signal. The word “go” gets students moving more urgently and successfully than a manufactured sound or “you may begin.”

If they’re still acting too cool to a level that ruins the activity, then stop immediately, return to the moment before saying go, and reteach. Model again but with even more detail, commitment, and enthusiasm.

You must be absolutely undaunted. This is key. Do not give up or try to match their low energy. Forge ahead like Dylan Thomas chasing the dying light. Your fearlessness and positive attitude means everything.

Because here’s the thing: If you can get through the activity with all students participating, even if there is some reluctance, it will be better next time.

Eventually, your students will become so used to participating in your games and activities that they’ll become lost in their learning, which is the pinnacle of engagement.

Plowing on and never giving up on great teaching works no matter your grade level. I’ve tested the weirdest, silliest, primary level games with high schoolers. As long as they feel safe and know well what they must do to participate successfully, they have an absolute blast.

Your students aren’t too cool. They may look it. They may act it. But deep down they’re like us all.

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