Apathetic Student




	ESE502 : The Class : Discipline : Techniques : Apathetic Student

Apathetic Student

Technique: Genuine concern is the first response.

Procedures:

First check for a possible medical cause, either by going through the school nurse or directly to the parents. This may be a serious sign of depression, and is sometimes a precursor of suicide. If it appears that the apathy is deep and pervasive, immediate attention is important. The student may not respond “typically” to efforts to help and may become hostile.

Behavior Checklist
1. ____ May seem withdrawn
2. ____ May be whiny and clinging
3. ____ May give up trying
4. ____ May appear lethargic
5. ____ May cry easily
6. ____ May seem aggressive
7. ____ May daydream excessively
8. ____ May seem tense
9. ____ May express exaggerated fear
10. ____ Often has poor posture
11. ____ Facial features lack energy
12. ____ May write or dwell on death
13. ____ May tell others that suicide is being considered
Next, review student records to see if the intellectual ability or the level of success in the current academic area are contributing factors. A small amount of frustration adds zest to life, and may spur growth and creativity, but severe or prolonged frustration may cause rigidity and materially curtail desire for interaction or attempts to succeed. If the student stops trying to succeed it is possible to individualize instruction, sometimes with as simple a technique as “chunking” work.
1. Decrease the amount required (do the odd or even numbered items).
2. Begin with tasks that are appealing and match student interests.
3. Stay away from concerns about being “fair” and navigate around students who impose a personal agenda on you and the student.
4. Provide sincere early responses to student efforts to succeed.
5. Entertain the idea of pairing the student to increase stimulation, peer interaction and motivation to continue.
The student may be suffering from culture shock, particularly if English is a second language. Moving and coping with a new expectations, a new and a new language can be overwhelming.
1. Empathy is the best response.
2. Allow the student to express self in ways other than reading and writing.
3. Have the student write a response in the native language and share with other students, highlighting the successes they have understanding a new language.
4. Provide opportunities for the student to share culture with others.
The student may have a different learning style, and if failure occurs when trying to do work, the student may lose heart. This is often made worse by feeling anxiety, then being unable to focus. This may also signal a learning disability.
When things go wrong at home, children suffer. Expect some children to be suffering, then comfort and console the youth who is suffering.

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E-mail J'Anne Ellsworth at Janne.Ellsworth@nau.edu