When a student repeatedly finds reasons to step away from learning

Manal Raoui  |  manalraoui.com

During an explanation, a student asks to leave the room. During independent work, they get up to look for something. When the class moves into groups, they start a conversation unrelated to the task. They return when the teacher asks, then find another reason to step away. Even when they are in their seat, they may miss something they will need later or take a long time to begin.

Asking the student to return or open their notebook can restart the activity for a moment. When the teacher brings the student back and decides how they will rejoin, the student has yet to learn how to find a reason of their own to rejoin the work when they see little in it worth the effort.

Help students find personal value in what they are learning. They consider what the activity might add to their understanding or what it could help them do. They choose something that matters to them and take an action that lets them test its value. They may want to learn how to tell whether a news item is reliable, do something they could not do before, or answer a question they care about.

Use this approach when a student repeatedly steps away across activities and seems unable to see a reason to participate even when they can. A student who is engaged in other activities but has difficulty following an explanation may need a different kind of support. Requests to leave can reflect a real need, fatigue, or another obstacle. Look at what happens across situations and whether the student has a way into the work.

Introduce the visual aid to the class

Present “What makes this learning worth my effort?” to everyone without labeling any student as uninterested. Show what the activity can help students learn and give them room to choose what matters to them. Keep the aid visible.

The aid opens up different reasons to engage. The design of the task matters too. If students cannot find an opportunity to learn something they can use or care about, take another look at what the task offers.

Return to a reason to take part

Point to the aid or remind the student of a reason they identified earlier. If needed, ask quietly, “Which part could you try to see what it offers you?” Give them a chance to resume with an action that has meaning for them. Respect a legitimate need to leave or take a break.

Signs of progress

Staying seated alone is an insufficient sign of engagement. Look for students who:

• identify something worth learning to them
• begin an action that lets them test its value
• stay engaged for longer
• step away less often when there is no need to do so and need fewer reminders

Add individual support where needed

Introduce the aid to the whole class first. Some students will only need the visual reminder. Others may need a quieter conversation to find a way into the learning.