I’ve been writing here at SCM for 15 years. 748 articles. 12 books and e-guides.
Above all else, this takes focus.
Which, in this day and age, I have to protect like a rare orchid. Otherwise, I’ll lose the ability to shut out distraction and the quality of work will suffer. So I set up boundaries.
For example, YouTube is off limits. I don’t use social media. I keep my phone out of sight for most of the day. I only watch sports or a specific movie or series on television and only in the evening. Scrolling is never allowed.
I also embrace boredom.
Because boredom forces me to grab a library book from the stack I keep on my coffee table. It causes me to study my second language, look forward to the gym, or just plain get stuff done. It makes these and other focus-building activities more enjoyable.
It also makes them satisfying in a way that quick-hit addiction entertainment pales in comparison.
Which brings me to students who refuse to do any work. If you’re like most teachers, this drives you crazy—understandably. It gnaws at you and gets under your skin. It grabs hold of you and refuses to let go.
So you rush over and ask what the problem is. You prod and push. You flatter and threaten. You counsel and kneel down to reteach. You plead and sweet-talk them into getting started. Of course, having to convince students of anything is stressful, especially if it’s the same student day after day.
It’s also ineffective. In fact, going to them will only make them more reluctant, even if you do eek out some momentary production.
So what should you do?
Although counterintuitive—and blasphemy in the current educational milieu—the best thing you can do for them is let them be. Don’t look in their direction. Don’t show concern. Don’t let their inaction bother you outwardly or otherwise.
Simply allow the weight of not doing the assignment (i.e. its effect on grades, academic performance, skill acquisition, loss of recess, etc.) shift from burdening you to them. Let the power of boredom, and not being able to scroll their phone or listen to music, spur them into getting started.
No, this strategy might not work the first time you try it, especially if they’re used to teachers running to their side. It might not even work the fifth time.
For students unaccustomed to being left without the world rushing to lighten their accountability, it takes a while for the lesson to sink in. But sink in it will. In fact, if you’re patient and disciplined, even the most unwilling and helpless-learned student will begin working just like everyone else.
Yes, even if “they don’t care.”
Now, it’s important to point out that teaching compelling lessons and setting all students up for success before sending them off to do their work is mandatory for the strategy to work.
There can be no excuse or impediment to completing the assignment. If a student doesn’t know precisely what to do and how to do it, then that’s on you.
Your burden is great teaching and preparing students for success. Theirs is listening, learning, and then performing the tasks you give them. Refuse to step on their shoes or do any of their work for them.
Leave them to it. Let them figure out of their own accord that doing their work all on their own feels good.
It puts them into a highly pleasurable flow state, where time distorts and contentment soothes. It raises their self-worth and provides a sense of real accomplishment.
It also counters feelings of anxiety and depression and proves the naysayers wrong about them—which may be the most powerful motivator in human history.
But most importantly, it proves to reluctant students that once they get past the boredom and internal struggle, and choose to do the work they don’t want to do, it’s so much more rewarding than watching a brain-rotting 15-second clip on TikTok.
PS – For a complete guide to motivating students, check out Inspire.
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I agree with what you’re saying here wholeheartedly however, in my experience, this is not a shared belief among admin and fellow staff. Once the students become aware, and they do, that doing nothing gives them a ticket to avoid the class entirely, and/or be offered an easier alternative/task/course, it teaches them the exact opposite, and creates a contagious amount of nothing happening in a school/classroom.
I stick to my expectations because I believe in them, but most students are living in a consequence-free academic world.
I teach hospitality, and have students now who don’t do anything! Marks are based on participation; the school has a lot of at risk kids, so any paperwork and the kids skip class. I’ve made calls home, talks with the kids who don’t do anything, pairing them with another student to work with them, having them work with me, referrals to student success, I’ve done all of these and even told the student earning a credit is at risk — none of the above has helped. Some of these students have IEPs as well.
What second language are you studying, Michael?
I thoroughly needed this article! I have been teaching a very long time, and still struggle with letting students simply sit. The end of the year itis has set it for a few kids and I am going to do my best to let them get bored, put the stress on them, and go on about teaching the best lessons I can. Thank you!
Having the patience to let them come around, which they will, is a great strategy, but the teacher may have moved on two months ago, and this student is now trying to play catch-up. You cannot teach two months’ worth of math concepts in a week’s time to catch this student up.
What do you think about this, then? What strategy would you use then?
I would allow them to fail. If it sinks in too late, that’s a valuable lesson to learn too. I’ve taught high school for 24 years and the approach Michael is advocating is the most effective. Oftentimes, the big consequence of having to repeat a class is enough.
I would agree but in middle school no one fails. Admin will never retain a student. They require the teachers to do extra work and documentation throughout the year, but they make the final decision at the end. They are clear that retaining students will rarely happen. We are left with students who just sit there and will not even put their name on a paper (best case) or students who make it their mission to keep everyone else from learning (worst case).
When the student interferes with the learning of others, it becomes a discipline issue at that point, so that starts your discipline plan. They have choices: do their work or sit there. Interrupting others learning is not a choice. All I teach are at risk kids, and it is very difficult to overcome the middle school doesn’t count attitude.
Let the student lose. Chances are, they are already behind.
I have a student like this. i even offered to tutor after school. The parent finds excuses. No support there.
Everyone else is into working. He sits and wants to engage others. The students move away from him now when they want to do their work or they tell him to get busy. For a while he was trying to get lessons accomplished. I made the mistake of celebrating him for it.
So now, it’s on his shoulders. Wish I knew this at the beginning of the year.
It sounds reasonable and probably works for a number of cases, however, I was one of those students. I did nothing. As long as I got a comfortable pass in tests, I chose not to do assignments or classwork. In science I disliked practical. I loved listening to lessons and asking questions. I don’t know why I did nothing, but I wasn’t bored.
Yes. Exactly what you said. This is a bigger struggle for me. For 2 days, they don’t care, then they don’t understand what we’re doing and expect me to sit down with them and explain all of it.
That’s what I was wondering too! I have a student like this who will be weeks behind our math lessons. I teach students with IEPs, so this student already has major holes in his learning. In a way, he sits in class and does nothing, and then comes to my room and does little work, so he just continues to not learn; this has gone on for at least 2 years now. I don’t want him to fail, but he’s already so far behind his peers.
Hi Allie,
I would have the student come before or after school for help. If they want success, then they must put in the time and effort they did not originally.
I have had students in the same boat you describe. I make it clear to them when they come to me and ask what to do that I will work with them before and after school, but they dug themselves into the hole and it will take time and effort to get themselves out. But I will help them do it if they try.
Jennifer
Lots of good food for thought! Thank you!!!
This is spot on. I love the part that you shut down social media and ignore the phone. Those are the major daily distractions.
This may be your best advice yet! After 30 years in the education profession, I see the “lack of focus” as the big problem plaguing our educational system. Great teaching should compel student attention rather than compete with it. Teaching students how to think and create original ideas is the purpose and focus. Helping them develop effective communication with speaking and writing will serve lifelong success. Self confidence will soar when schools refocus on their mission of teaching and learning. Hard work is the key. Thank you for keeping the focus on the work we must do to help students.
This is great advice!
I fall prey to inactivity all the time. I want to help! Another step I take is to remind the class that it is their responsibility as learner to ask questions if they don’t understand. This takes the burden of “not getting it” off my plate. Some.kids need reinforcement. But if they don’t raise their hand to ask, that’s on them. So, in effect, I teach 2 skills at once: do your job, ask for help if needed.
Additionally, if I notice that social distractions are impeding progress, I put up a privacy folder. No words or scolding, just come by and set it up. They know what it means.
So glad you wrote this, Michael! My teaching partner asked me just yesterday, “How do you get them to do the work?” My answer was, “I don’t.” I don’t sweat it when they sit and stare at their paper or doodle on the back for 15 minutes. I give all students the choice to succeed or fail.
Here’s what it looks like.
Timmy: Do I have to do this?
Me: No. You may choose to do your best and allow me to help you improve, or you can earn a zero.
Timmy: So I don’t really have a choice.
Me: Everyone has a choice.
Making the decision to grow becomes THEIR choice and allowing them to fail and deal with the consequences doesn’t usually happen more than once.
As you said, it seems counterintuitive. People look at me like I’m crazy and it will never work for THEIR students, but just try it!
I also encourage students to fail. This addresses my teacher burden of preparing quality lessons. I tell students repeatedly throughout the year that I need to see their work whether they understand it or not so I know where my lessons need to be improved. They know that if half of them turn something in that isn’t correct, then will go back and start from scratch. I think this shows them that I’m willing to work hard for them and adds to their drive to work hard for me. It also allows me to see patterns in student misconceptions and adjust my lessons accordingly.
Amen! I have a student who literally does nothing too often. Yesterday we played a budgeting game on the laptop. The entire class was totally into it to the point they didn’t take their 5 minute mid-block break, but she did nothing for 80 minutes. She will receive a zero & my hope is that at some point her grade will get close to failing & she’ll start to try. Then she at least has the opportunity to experience functionality.
When the grade drops from what they received on their midterm report, do you get calls from parents asking why it dropped and why you didn’t contact them as to what was happening with class and their child? Would a parent think you didn’t provide the correct support?
But isn’t this a violation of rule 1, “listen and follow directions”?
Hey Michael – How do you handle students who sleep in class?
I just have to say that there are some students in this post-covid time, who have learned it doesn’t matter, they don’t care & their parents don’t either. My class is trying to fill gaps with students who are 3 or more grade levels below, in grades 6-8. Most of the work we do is done in small groups & fun activities. I have a 2nd time 8th grader who has done nothing all year. I was a proctor in his homeroom for state testing this week, where he slept through the test, in spite of both teachers waking him repeatedly. When he came to my class on that first test day, I had a chance to ask why. He said he can’t be failed this year because he’ll be too old for middle school next year, so it didn’t matter what he did this year. Hearing him talk about quitting school was so sad & no questions about his plans for the future changed his mind. I was so sad for him & his parents. How do you motivate a child who doesn’t care about failing every single subject for the entire year?
I’ve had great numbers of public high school students Most are tired of low grades and the mutual tantalus effect.If you are friendly it gets both sides thru another day. You can’t change the impossible but another can inspire or recycle.
This advice is spot on, even though it is very hard to do and ignore. I have a 15 year old foster son who was refusing to do anything. I begged the teachers to not coddle him or give him attention for doing nothing. I also begged them to not pass him for keeping a seat warm in class, he was sure they would, because so many had. He has a B+ GPA now. It was frustrating and took time but definitely worth it.
Students have a right to fail. My mentor told me that 25 years ago. However, we have a rule at our school that students can’t “opt out of learning.” Even if I do ignore the boredom, they aren’t grade-motivated and do not care. So it leads to disruptive behavior. I know, “use your classroom management plan” but that really doesn’t work with the bored kid who doesn’t care. Classroom management plans are great but 90%, but for middle school boys who do not care about consequences (they have convinced their parents that they are ‘targeted’ by all of the teachers, or there are parents that are just as frustrated as I am and do not know what to do) or grades (they are off to high school elsewhere) take all of my energy to keep their disruptive behavior at bay and drain my mental resources from teaching those that do care. They have to fail multiple classes to repeat a grade, per state law, and they will strategically pick one of the core classes to do just enough to pass. They know the tricks, they aren’t stupid.
I have students who I’ve left alone all school year and they LOVE it. They fall asleep, doodle in their desk if you don’t give them paper, and just sit there day in and day out. Boredom doesn’t bother them at all.
I agree
I tell my students they are making a choice about what mark they are going to get based on their effort, learning and attitude. I am available to help every student but they have to come to me. But what do you do with the kids who do nothing and bug everyone else around them? Admin is no help. They take them to the office, gentle parent them a little more, give the a treat and send them back in, and student is triumphant….
Hi Michael, this is the only topic where I find I either disagree or maybe I’m confused by your message. In your article you say “allow the weight of not doing the assignment” …and one is ‘loss of recess’ ….which is a consequence, right? So do you keep students in to complete work when they don’t? I agree with wannatin’s comment that allowing students to do nothing ‘leads to disruptive behaviour’ ……In my experience, even good students will do little if that is the expectation we set…..and this will lead to a less focused class with more behavioural problems. Would be great to get your clarification. So much of your ideas and writing has helped me be a better teacher and to enjoy my teaching.
Does your strategy apply to elementary students? Each year I have a student who will not do any work, for a variety of reasons, and we find ourselves working side by side with these students. This is particularly true in any writing assignment. This takes up the majority of our writing conferencing time and does not allow us to meet with all students. I understand this strategy in theory but cannot imagine that we would get support from admin to handle it this way (especially for those on IEP’s).
They rarely have to repeat. They do summer “school” and sit in front of a computer and “learn” an entire year of work in three days. So many IEPs require continuously reminding the student to be on task.
I read this article on Saturday morning and for two days I’ve been thinking about what you said. I even read the article to my husband, who is a carpenter that has stood by me and supported me in the 28+ years of my teaching career. I really enjoyed how you began the article, giving your readers a personal glimpse of who you are as a person, and saying you “embrace boredom” because going to the gym, or reading your library books, or studying your second language, becomes more enjoyable for you. We all have and have had these students in our classes. Your readers are bringing up questions that are relevant and struggles that I have also shared. I hope you can follow up with this topic in a future post or book.
This is a really difficult one for me as a high school teacher who teaches seniors. There is pressure on me to make sure they graduate, which is certainly not my job! But do I not approach the student and email home instead? Admin puts a lot of pressure to talk to students about their grades, despite them being able to check their 24/7 access to grades.
I agree and have experienced this many times. Here’s one other strategy to try as you patiently wait for them to get into gear: as you walk by and check on their progress, when you see they have not begun, try saying, with a smile, “oh, you can do this.” Nine times out of ten they are hearing an internal voice that says it’s gonna be hard and they are not capable. You provide a pattern interrupt for those negative thoughts. You’ll be surprised to see how many of them sit up and engage you in a conversation about it right then and there, just from hearing those words from you, the encourager-in-chief of the classroom.
I teach Physics at a North Georgia high school. Teachers are not allowed to assign zeroes. In fact, typing in a zero is recorded in the grading program as a 52. The natural consequences of not completing assignments is delayed until testing. We no longer assign grades that factor into an average. The students receive a ne progress grade and one mastery grade on a scale from 0 to 4. A zero averages in as a 72. I would appreciate reading your thoughts about motivating students to work in such an environment. Sincerely, Paula Fowler