Working with the Disengaged Student

There are times that a student may act disinterested, or is hard to keep on task. Don’t assume that the student is intentionally misbehaving. Give the student the benefit of the doubt and try to either figure out the cause of the behavior and address it, or re-direct/refocus the student through your choice of activity (adjust pacing, stop for a fun break, stand up and take 3 deep breaths, stand up and dance for 30 seconds, try clapping with one hand, relate content or problem to something the student is interested in, ask student to teach the concept, etc.).

When all else fails, remind the student about behavioral expectations during tutoring.  Let students know that just as athletes need coaches to support their development as players, students benefit from coaches to help them improve.  And as athletes don’t improve without putting in the work, students can’t improve without putting forth an effort.  Can you learn how to dance without dancing? Can you learn to draw without drawing or drive without driving? Everything takes practice and effort.

The chart below provides examples of potential student behaviors and suggestions for how a tutor could respond or redirect the behavior. These are examples only and not meant to be an exhaustive list of all situations that could occur. Similarly, tutors should consider the age of the student when determining their approach.

Please also review the Student and Tutor Code of Conduct.

Student	Tutor Response	Possible Approach
Says silly things,  noises, talking to other students:	Try to figure out the cause of the behavior. Just an off day. The student can be redirected.  Options: Promise a “happy” break if the student focuses on the first part of the lesson. Get the student actively engaged in something that will make him feel successful.	This isn’t like you, Carlo, why are you so silly today? How about if we focus on the first part of the lesson today and then play a game? Go through the main focus of the session and then use a game as reinforcement. Why don’t we start off with a quick review so you can show off all that you have learned so far. Provide a fast-paced activity that will get the student engaged and yet feeling successful. For a student who is usually very engaged, take the role of student and ask the student to review and correct your work (with some intentional errors).
Student frustrated that the work is too challenging:	Diagnose the issue: What exactly is too hard?	What’s going on today, Rosa?  I don’t get this. It’s too hard.  Okay, let’s take it step by step to see which part is giving you trouble. Walk through the work together encouraging the student to propose next steps or draw conclusions. Praise the student when they demonstrate mastery and then try another question/problem to make sure they get it. Celebrate when the student demonstrates understanding. If after a review or similar activity, the student does not get the concept, focus on the previous topic in the curriculum or pacing guide. If needed, request a different placement for the student by contacting [e-mail]
Student frustrated because work is not challenging enough:	Diagnose the issue: Find out if  the work  is really too easy or if the student is just not willing to engage.	Student: This is boring.  I learned this last year.  Assess by asking check for understanding questions or asking the student to teach you or another student the concept.  If the student has grasped the basic concepts, Increase the rigor of the work by  providing a more challenging question.  If the student has achieved mastery, move on to the next topic in the pacing guide.  If warranted,  request a different placement for the student by contacting [e-mail].
Note on significant changes in student placement level:	If the tutor thinks that the student placement level should be changed, the tutor should email [e-mail]. requesting a revised placement, providing reasons for a placement change.	If a student is progressing well, easily mastering content, it is okay to move more quickly through the material and/or advance to the next unit.
Student is generally not engaging:	Encourage participation through connection Provide more engaging activities  Pay attention to your pacing.	What’s going on today? You don’t usually behave like this? Try something fun, a quick stand up and move activity or a short game to break up the boredom and help the student refocus. Adjust pacing. During the lesson try a different practice technique:  Correcting the other student’s work A timed activity- let’s see if you can complete this problem in 3 minutes. Share that they are doing great work and are very close to getting it if they can try once more.
No obvious reason why student is acting up or not engaging:	Try the direct approach Let the student know gently that one of the tutoring rules is always to be respectful and try to quickly re-direct the student to the topic.	If the student continues to misbehave, try to help them understand that you both have a short time to work together and you want to make sure they learn as much as possible during that time and that you want to include in your class notes that they were cooperating during the session. In the post-session survey, diplomatically explain the situation. ”Kerry was having difficulty focusing on the session today. She was doodling on the whiteboard and making silly sounds. I tried various ways to encourage her to engage.”