Same problem, new solution

Never before, as a teacher, have I been as fortunate and privileged as I am now. In my role, I see at least five teachers ‘at work’ almost every day, sometimes more, and I undertake more lesson observations than ever before. Today I saw ‘Atom dating,’ dropped in on the ‘Night of the long knives,’ calculated perimeter and area, witnessed classes expectations set on a handful of occasions and listened to, and encouraged a colleague whose lesson had ended in disaster. I lead a data monitoring session and I phoned five parents or carers. Good day. And Still – I am on the look out for new strategies. Given that we are relaunching homework, it seems apt to share it with our staff.

How to deal with (homework) resistance

With this technique, you can explore and redefine resistance by asking two seemingly unconnected and irrational questions.

Imagine you have a student that simply doesn’t do their homework. That should not be too hard to imagine for most. If you do not fall into this category, I bow to your greatness. Instead of threatening them, growling at them, punishing them or pleading with them, use this two-question strategy.

Q1 – On scale of one to ten, one meaning ‘not at all ready Eddy,” and ten being ‘totally ready,” how ready are you to begin doing homework? (You can feign intrigue for dramatic effect.)

Look, the likelihood is that they will pick a low number — perhaps two or three. They rarely say one. Look they do not really want to appear to be a complete imbecile. Most resistant students (people) have some motivation that they keep from us.

Let’s say they answer “2.”

Then with a pinch of preparedness deploy the question number two.

Q2 Why didn’t you choose a lower number?

The second question catches them off guard. In Q2, you are asking them to defend why homework is only the slightest bit important. Rather than defend their excuses, the student now has to answer why they are in fact not a one.

And do not feel that you have to save them, let the silence do the heavy lifting. Repeat the question if you have too, but do not feel obliged to answer it for them (don’t leave them hanging endlessly either).

More often than not they quickly move from defending their resistance to articulating why they might approach the situation differently next time. They even present you with reasons as to why they might benefit from doing homework. Look, the way I see it is, we are more likely to do something if we have our own reasons for doing it? Even better if you can get the student to volunteer that information themselves.

Which leads me nicely onto my next two questions. On a scale of one to ten, how ready are you to try this technique? And why didn’t you choose a lower number?

For the record, it is not my idea- I am just the idea thief. Motivational interviewing is attributed to Michael Pantalon, research scientist at the Yale School of Medicine.

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