Voices of the Disinvited: The Dream and Reality of Invitational Education for Underachieving and Apathetic Students.

Autor/in	Lang, Melvin
Titel	Voices of the Disinvited: The Dream and Reality of Invitational Education for Underachieving and Apathetic Students.
Quelle	(1988), (24 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Academic Failure; Apathy; Classroom Environment; College Instruction; Higher Education; Learning Problems; Low Achievement; Self Concept; Student Attitudes; Student Characteristics; Student Motivation; Success; Teacher Influence; Teacher Student Relationship; Teaching Styles; Underachievement + Suchen Sie Ihr Suchwort? Apathie; Klassenklima; Unterrichtsklima; Hochschullehre; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernproblem; Unterdurchschnittliche Leistung; Selbstkonzept; Schülerverhalten; Schulische Motivation; Erfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrstil; Unterrichtsstil; Performance deficiency; Leistungsschwäche
Abstract	In many classrooms, there are a few students who become bored and indulge in reverie. They tend to be apathetic or indifferent to course activities, and attempts to get them interested via invitational approaches are often not successful. Some of these students are not aware of how their instructors view them or that there is a problem, and the rest are made aware of their image as the instructors offer unsolicited plans for dealing with their behavior patterns. Despite this awareness, many are not bothered by it. Other problems exist with bright students who achieve far below their potential. Underachievement is often related to goal orientation and how the student views himself in relation to the goal of graduation. Getting them to feel more "smart" than "dumb" is challenging for invitational education. Many students have a degree of fatalism or procrastination in their attitudes toward the direction of their college experience. Faculty members generally care about how their students are doing in areas other than their grades, but they often feel they do not do enough to help, and they claim to be unable to make the students understand themselves. Self-concept inviting teaching strategies from a study done in Hawaii in the early 1980s are explained. Students clearly recognize the difference between inviting and uninviting teachers. Several inviting activities and assignments that students engage in are described. Remarks by students involved in these activities are noted. It is found that these students begin to reflect more about their reasons for being in college, become clearer about their goals, and take more responsibility for them. They also begin to express themselves more positively. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01