BORING,HARD,ANDTOOMUCHOFIT:

STUDENTDISENGAGEMENTINEIGHTHGRADE

Boring,hard,andtoomuchofit:Studentdisengagementineighthgrade
GlennLaursen
UniversityofSanDiego

BORING,HARD,ANDTOOMUCHOFIT:
STUDENTDISENGAGEMENTINEIGHTHGRADE

Adultswereonceyounger,butfewofthemareabletorememberandclarifytheirexperiences
sufficientlytoempathizewithandunderstandyouthbehavior.Educators,inparticular,mustbeawareof
themotivationsoftheirchargestobeabletocraftlearningenvironmentstofitthestudentsneeds.But
thereisnosimplepanaceaforsuddenlyfixinganenvironment,thereareamultitudeoffactorsthatactto
influenceastudentseverydayeducationalexperience.Thesefactorsincludethestudentsdisposition
towardtheirpeersandteachers,theirhomelife,andthesocioculturalcontextoftheschooltheyattend.
ThesethreecomponentsareallseeninthecaseofEmily,aneighthgradestudentin[suburb],California.
ExaminingEmilysexperiencethroughlensesofeducationaltheorycanrevealhowtointerprether
realityinschool,andhowtoimproveitinthefuture.
I:TheStudent
Intheeighthgradescienceclassroomat[schoolnameredacted]in[suburb],California,Emily
canbefoundinherassignedseatnearthefrontoftheroom.Shesitsquietly,rarelyinteractingwithany
ofherpeerssheoptsinsteadtogiveherattentiontoherschoolgiveniPad,busyingherselfwithvarious
gamesandotherdiversionalapplications.Shehasfewfriends,certainlynoneinthescienceclass.Most
otherstudentsdonottrytointeractwithher,preferringtoignoreherratherthanattempttoengage,but
thisispartiallyduetoherreluctancetoreachouttothemaswell.Whentheteachersplitstheclassinto
labgroupstodogroupwork,Emilyfrequentlyremainsatherseatuntiltheteacherasksherspecifically
tojoinherlabgroupwhereuponshecontinuestoisolateherselfbynottalkingtootherstudentsand
oftensimplydrawsonheriPad.Oh,her?Shehangsoutbyherself,astudentsaidofher(Oct.24
2014).TappingawayatheriPadwhilemoststudentsaresocializing,sheconsistentlysitsaloneduring
lunch.

BORING,HARD,ANDTOOMUCHOFIT:
STUDENTDISENGAGEMENTINEIGHTHGRADE

ThisselfandpeerimposedisolationisdetrimentaltoEmilyslearning.WheneverIdont
understandandIaskfor[theteacher]toexplainitagain,theysaythesamethingsometimes[other
students]makemoresense(Nov.12,2014).ThestaffstruggletoconnecttoEmilyspriorknowledge
whileotherstudentscansometimeshelphermakesenseofthematerial,sheistypicallyisolatedfrom
theirassistancebytheinabilitytosocializeandcommunicateeffectivelywiththem.
Solitudehastakenatollonher.Whentheauthorwentaroundcollectingstudentnamesand
photostolearnallthestudentsnames,mostweresmilingorintentionallystoicforthesakeofhumor.
Emilywasunhappyinherphotographandissoonadailybasis.Sheisneverexcitedtobeinclassfor
her,schoolis,...boring,hard,and[thereis]toomuchofit(Nov.12,2014).Sheisevendisconnected
fromherfamily.Astheyoungestof5children,sheisleftalonebyherparentsathomeandmustdeal
withanegativerelationshipwithhertwentyyearoldsister.Shecopesbywithdrawingevenfurther,
playingvideogamesfrequentlybyherselfathome.Maybe[Iwillbe]avideogamemaker,she
respondedwhenIaskedherwhatshewantedtodowhenshegotolder.(Nov.17,2014).
Emilyoftenseemsoblivioustothingsgoingonaroundher.Shechoosestoengrossherselfinher
electronicworldnearlyallday,inclassandatlunch,sittingalone.DiagnosedwithAutismSpectrum
Disorder,herresponsestoquestionsbyteachersorothersoftenaresaidfacingawayfromthe
questionerandfrequentlybrief,evenmonosyllabic.Idontreallypayattentioninschool,washer
frequentreplywhenquestionedaboutheropinionofschool.
II:FamilyandSchoolContexts
HowtheschoolandherfamilyoperatearoundheralsoinfluencesEmilysexperience.Currently
ineighthgrade,shehasattended[schoolnameredacted]([school])sinceseventhgrade.PartofSan
DiegoUnifiedSchoolDistrict,[school]issituatedin[suburb],alargesuburbanareaofSanDiego,

BORING,HARD,ANDTOOMUCHOFIT:
STUDENTDISENGAGEMENTINEIGHTHGRADE

California.Theareaisentirelydevelopedbyresidentialhousing,multiunitapartmentcomplexes,and
shoppingcenters,withthesoleexceptionsofTecoloteandSanClementecanyons.62%ofhousing
unitsaresinglefamilyhomes,29%areapartments,8%aremultiplefamilyhomes,andafinal0.9%are
other.Themedianageisnearly39yearsoldwithmedianincomeof$69,000.Therearehidden
differencesinthecommunitymakeup,however.Hispanics,whichmakeup21.2%ofthecommunity,
haveamedianageofonly29years,whileCaucasianshaveamedianageofnearly46yearsand
represent61.8%ofthecommunity.AsiansandPacificIslanderscomeinat10.2%ofthecommunity
andamedianageof36years.
Theschoolitselfismarkedlydifferentfromthesurroundingcommunityindemographicterms.
NearlyhalfofthestudentsareHispanicwithCaucasiansfollowingat29%,andAsian,African
American,andfinallyFilipinostudentsformingtheremainder.Only12%ofthestudentsareEnglish
Learners,thoughupwardoftwothirdsparticipateinfreeorreducedpricelunches.Theschoolhasits
ownstrugglesandsuccessesinthelastthreeyearstheschoolhashadhigherCSTscoresthanits
districtsaverageinEnglishLanguageArts,History,andespeciallyScience,thoughtheschooldoes
havea10%highersuspensionandexpulsionratepercapitathanSanDiegoUnified(
California
DepartmentofEducation,20122013SchoolQualitySnapshotReport
).Theschoolmissionisto,
inspirestudentstobeintellectuallypreparedinacurriculumfocusedontheintegrationofscience,
technology,engineeringandmathematicsallwithadeliberateworldviewandcommitmenttocharacter
(
http://www.sandi.net/domain/6581
).Theysupportthisgoalwithinspirationalandmotivationalquotes
paintedontothebuildingsandahalfhourAdvisoryperiodfourdaysperweekwhichwillbe
discussedmoreinthefollowingsection.

BORING,HARD,ANDTOOMUCHOFIT:
STUDENTDISENGAGEMENTINEIGHTHGRADE

Theeighthgradescienceclassroomisclean,withasenseoforganizedchaos.Studentproduced
postersadornthewalls,warningoftheconsequencesofnotfollowinglabsafetyprocedures.Theclass
sizeiscappedatthirtysixstudents,thoughtheroomwasdesignedtoholdtwentyfouroriginally.All
floorspaceisoccupiedbodiesarespreadthroughoutthetablesinthemiddleoftheroomandatthelab
benchesalongthewalls.Labgroupsaredeterminedbytheseatingarrangementsdecreedbythe
teacher,andarechangedsemiregularly,still,thosewithdisabilitiesarekepttothefrontrow.Students
areplacedaccordingtopeerdynamicsandwiththoughtforeffectivemultiskilllevellabgroups.
Emilyisreluctanttodiscussherhomelife.However,sheistheyoungestoffivesiblings,allof
whomareatleastfouryearsherseniorandbothherparentsareatworkmostdays.Squabbling
frequently,sheandhereldestsisterhaveanegativerelationshipofmutualmistrustanddislike.Isolated
fromherfamilyandpeers,videogamesareherretreatfrombothadetachedschoolexperienceandan
emotionallyperiloushomelife.
III:Analysis
Emilysexperiencecanbeunderstoodfromseveraltheoreticalapproaches.Unconsciously,
manyeducatorsrelyonnegativethinkingabouttheirstudentstoexplainthefailureofsomestudentsto
engagewithandsucceedattheclassmaterial.Teachersoftenblamethestudentfornothavingthe
properattitudesaboutschoolortheyblamethestudentsfamilyforfailingtopreparethestudentfor
school.Studentsenduplabeledasslackers,neerdowells,orsimply
f ailures
.Workpublishedinthe
1960slendscredencetothislineofthinking.AccordingtoBereiterandEnglemann(1966),students
comingfromminorityhomestendtonotsucceedatschoolandtheyattributedthattoalackofexposure
toacademicandcognitiveusesoflanguageathome.Emilyistheyoungestoffivechildrenand
respondedthatsheisnotreallydoteduponasastereotypicalyoungestchildis(Nov.3,2014).Instead,

BORING,HARD,ANDTOOMUCHOFIT:
STUDENTDISENGAGEMENTINEIGHTHGRADE

sheisleftinthecareofherbrothersgenerallyandshefightswithhersisterfrequently(Nov.3,2014).
Shehasanalmostobsessiveloveofvideogames,andeasilyconversedwiththeauthoronthesubject
aboutallsorts:Pokemon,Zelda,andWiiSportsareafewofherfavorites.
WhileEmilyisconsistentlydistractedfromfocusingonthecurriculuminscienceclass,itisnot
duetosomeinherentfault.Describingherschoolexperience,sheproclaimedthatschoolis,Boring,
hard,and[thereis]toomuchofit(Nov.12,2014).Alloftheschoolcurriculaisirrelevantinthis
studentseyessheseesnoneofitasusefulforherlifeandsoconsidersschoolboring.Studentscanbe
moreengagedbyandparticipatewithacurriculumthatismorefamiliartotheminsubstanceandform
(Labov1972Au1980Nieto2000).Teachersshouldbeseekingwaystomakethelearningrelevant
totheyouthexperience.Connectinglearningwithvideogamesateveryopportunitywouldhelphersee
schoollearningasmorerelevant.GeneticsandecologyinbiologyalreadyexistinthePokemon
universe.ComingatforcesfromtheperspectiveofWiiSportswouldhelpherseephysicsasever
present.RatesofchangecouldbecalculatedbasedonthenumberofPokemoncaughtperweek.
Unfortunatelyforhersuccessinschool,herteacherisnotawareofherloveofvideogames.
Emilyisnottheonlyonetoseewhathappensinherclassesasirrelevant.Theteachersdoas
well.TheeighthgradescienceclassalsohostsafifthperiodAdvisorysectionfourdaysperweek.
Advisoryishowtheschoolchoosestoimplementitsmissionofcreatingstudentsofcharacter.The
problemisthatitseemsveryhaphazardandirrelevantforthestudents.Mostperiodstheteachersimply
putsonanewsvideoandthenwalksaroundtodogradechecks.Thenewstopicsareusuallynot
pertinenttothestudentslivesandsotheytalkquietlyamongstthemselvesmuttereddiscussions
betweenstudentssuddenlystoppedwhenastoryonAdvancedPlacementUnitedStatesHistoryand
Collegeboardcameon,everyonedeemeditimportantandthereforepaidattention.Theattemptto

BORING,HARD,ANDTOOMUCHOFIT:
STUDENTDISENGAGEMENTINEIGHTHGRADE

inculcatecharactervaluesinstudentsiscarelessinhowitmaybeperceivedbythestudentsandisnot
developedtoitspotential.Followinganantibullyingdaywithvariouscharacterbuildingactivities,the
eighthgradescienceteacherdisposedofstudentcreatedantibullyingposterssaying,Noneareworth
holdingonto,therewasntenoughtime[giventomaketheposters](Oct.24,2014).Whywasthere
notenoughtimegiventosomethingsoimportant?Studentcreatedworkisthemostpowerfulformof
reminderforstudentsaboutanytopiciftherewasnotenoughtimetomakereminders,howcanthe
schoolexpectthelessonslearnedthatdaytoremaininstudentsmemory?Howwillthestudents
rememberthelifelessonswhennothingischangedintheirclassroomafterthatsingleday,whenschool
continuesonbusinessasusual?ThelackoffullforethoughtforAdvisoryisafacetofthelackofcaring
at[schoolname].
Educatorsmustnotjustcareaboutimpartingknowledge,buttheymustfirstcareabouttheir
studentsasyoung
people
.Withoutauthenticcaringfromteachers,studentsoftendisengagefromschool
completelyandfailtoachieveacademically(Valenzuela1999).
DuncanAndrade(2007)describedthe
idealteacherforyouthasaRida,someonewhowoulddiebeforeallowingyouthtogiveuptryingin
school.Theseareteacherswhoinvolvethemselvesdeeplyintheirstudentslives,riskingemotional
injurythemselvesinordertohelptheirstudents(DuncanAndrade2007).Thebestteachersconnect
withtheirstudents,andultimately,areabletocreateanemotionalbondthatenablesthemtodemand
morefromtheirstudents.EmilysteacherisnotoneoftheeliteRidas.
WheneverIdontunderstandandIaskfor[theteacher]toexplainitagain,theysaythesame
thing,despairedEmily(Nov.12,2014).Shehasindicatedthatsometimesotherstudentsareableto
helpherunderstand,butthatresourceisnotusuallyutilized.ShyanddiagnosedwithAutismSpectrum
Disorder,Emilydoesnotgenerallyspeaktoherclassmatessheevenseatsherselffacingawayfromthe

BORING,HARD,ANDTOOMUCHOFIT:
STUDENTDISENGAGEMENTINEIGHTHGRADE

studentnexttoher.Whentheauthortookstudentphotographsforthepurposeoflearningstudent
names,Emilywasseatedwithherlabgroupinsilence.Uponhearinganotherstudentsname,she
brightenedandattemptedtoholdaconversationwiththeotherstudent.Shevaliantlyaskedquestions
andlistenedtotheanswers,yettheotherstudentonlyansweredanddidnotreciprocate.Dejected,
Emilyleftthelabgroupandhungherheadatherassignedseat.Thusshedoesnotexperiencesuccess
withsocialinteractionsandsoremainscutofffromtheassistanceofherpeers.Herteacherfailsto
connectwithheraswell.
Forcedtoconstantlycompetewiththeclock,Emilysteacherandhisaidehaveyetto
authenticallyconnectwithher.Theyareoftensofocusedonteachingthematerialthattheyneglectthe
student.Likeanyone,Emilycanbecomefrustratedwhilepracticinganewskillandshutdown,nolonger
trulytryingtothinktheproblemsthrough.Herteacherslacktheauthenticconnectionnecessarytokeep
herfocusedandtryinguntilshesucceedswithheracademics.Forexample,theteachersinformedme
thatoverthecourseofseventhgradeEmilyhadmadegreatstrideswithherworkandsociabilitybut
hadthensignificantlyregressedoverthesummermonths.Supposingtherewasaproblemathome,I
positedthatshemaybeevenmoreisolatedathomethanatschool.Dontevengetintothat,well
neverfindout,wastheresponse(Oct.24,2014).Thisdisturbinglackofdesiretofindoutwhatis
troublingastudentisindicativeofalackofacriticaldesiretohavetheyouthsucceed.
Emilysteacherexplicatedhisattitudeas,Theyreallprettymuchgoingonanyways,itdoesnt
matteriftheypassornot.Soiftheydontpass,Imnottoobrokenupaboutit(Nov.17,2014).
Whileitmaynotmatter,
t ohim
,ifhisstudentspass,itmatterstothemasitsetsthemonastructural
academicdownslope.Onlyarootofdeficitthinkingaboutthestudentswouldallowaneducatorto
accepthisstudentsnotsucceedinginaregularlevelclass
t hey

didnotpassbecausethereis

BORING,HARD,ANDTOOMUCHOFIT:
STUDENTDISENGAGEMENTINEIGHTHGRADE

somethingwrongwiththem,itwasdefinitelynotsomethingIdid
.Confidinginmeawayfromhis
peers,anotherstudentjustifiedhisbeliefthathewasnotintelligentbypointingtohisDinEnglishandhis
FinHistory(Nov.3,2014).Thissamestudentisveryintelligentandwasabletoanswerallofmy
conceptualquestionsaboutthematerialreadily,butdoesnot
believe
heisintellectuallycapableof
succeedinginschoolheisalreadyveryalienatedfrommainstreamschoolingandisindangerof
becomingapushoutinthefuture.Thescienceteacherrevealedhislackofcommitmenttocaringabout
thestudents
aspeople
byaddingtomethat,Oneofmypetpeevesiswhenkidsdonothing.Inmiddle
school[asopposedtohighschool],Ican,almost,politelybullythemintodoingsomething(Nov.17,
2014).Hefailstorecognizetheconsequencesofhisactions.Choosingtoworkornotisallthat
studentshavecontrolover,thisresistancethen,istheirexerciseofcontrolintheschoolcontext.Dr.
RichardMoraarguedthat,infact,allstudentresistanceiscommunication(personalcommunication,
October24,2014).Teachersoftenfailtounderstandwhattheyoutharetryingtocommunicate.The
scienceteachermisinterpretsthestudentsoppositiontoworkascharacterflawswhentheyareinstead
simplyrefusingtodowhattheydeemirrelevantbusywork.Theimpositionofhiswilluponthe
studentswillproduceresultsintheshortterm,butashehimselfnoted,thattacticfailsbythetimethe
studentsreachhighschool.Authenticcaringisnecessaryifsustainedeffortforlearningisthedesired
outcome.Studentsneedtobeheldaccountabletoexpectations,notheldhostagetothem.
ThedearthofauthenticcaringhasalreadytakenatollonEmily.Morewatchfulthansheseems,
shecommentedtomethat,Theteachersdontcareaboutmeanymorethantheaveragestudent,but
alsothat,Theteacherspaytoomuchattentiontome.Inabadway?Iresponded.No,justthatI
getitworsewhenIdontdoanassignment,Emilycountered(Nov.17,2014).Whilesheclarifiedthe
attentionasonlypertainingtoassignments,theauthornotedthatwhentheclassseatingchartwas

BORING,HARD,ANDTOOMUCHOFIT:
STUDENTDISENGAGEMENTINEIGHTHGRADE

10

changed,Emilysseatremainedthesame,upfront,neartheteachersdesk,asiftosay:
wecannot
trustyoutositanywhereelse
.Lackingcaringfromschoolstaff,Emilyperceivestheextraattentionshe
receivesnegativelythisnegativeattentiononlyservestofurtheralienateherfrombothschoolandher
peerswhodonotdrawsuchfocusedattention.OntheWednesdaypriortoThanksgivingbreak,
studentswereaskedtoturnintheirhomework,evenifitwasnotcomplete.Emilyhadnotmadean
attempttoreceiveanycreditforherhomeworkandtheauthorgentlyaskedhertogogether
homeworkcreditfromtheteachersaide.Nearingtheendoftheperiod,theaidehadupbraidedEmily
forfailingtocompletetheentireassignmentandkeptthepapersothattheteachercouldsignoffonit.
Theaidewasveryharshandfullofauthority,failingtorecognizeEmilyspartialcompletionofthe
assignmentandvisiblyupsettingherthiswastheonlyinteractiontheteacherandhisaidehadwithEmily
theentireclassperiod.SowhileEmilygarnersextraattentionfromschoolstaffostensiblytohelpher,
withoutauthenticcaringitonlyservestoprovidemoreopportunitiesfornegativeinteractions.
IV:Conclusion
Emilyisdisconnected.Disconnectedfromherpeers,disconnectedfromherscienceteacher,
andfinallydisconnectedfromschoolingeneral.Thisalienationispervasiveandcontinuestogrowevery
daysheiswithoutauthenticallycaringrelationships.Duetoherdetachmentfromschool,sheviewsall
curriculaasirrelevanttoherdailylifeandthereforenotimportant.Withoutagroundinginlived
experiences,learningisliterallywithoutmeaningmeaningless.Herteacherscoulduseherloveof
videogamestoreengageherwithschool.Todosotheywouldfirstneedtoknowthatsheloves
videogamesandthatpresupposesthattheycareenoughabouthertomaketheeffort.
Unfortunatelyforhereventualeducationaloutcome,Emilyoperateswithinanuncaringandoften
hostileschoolenvironment.Notonlydoesherteacherlackauthenticcaring,butthepressureheexerts

BORING,HARD,ANDTOOMUCHOFIT:
STUDENTDISENGAGEMENTINEIGHTHGRADE

11

toenforcehisideasofwhatthestudentsshoulddoisthenhostilebecauseofthelackofacaring
relationship.Thishostilityachievesshorttermresultsbutpushesstudentsfurthertowardsthefringesof
theschoolsystemovertime.Theteacherlacksthecriticalpurposethatcomesfromauthenticcaring
criticalpurposethatwouldnotallowhimtorationalizehisstudentsfailuresastheirownfault.Asa
veteranteacheroffourteenyears,hehasbeendoingthisforalongtimeandcompletelyoverlookedthe
effecthehasonhismarginalstudents.
Whilenotpartofthepopularcrowdinhisowntimeatschool,theeighthgradescienceteacher
comesfromanuppermiddleclassCaucasianfamilyandimpressesthosesamevaluesontohisstudents.
Studentswhoarenotsoeasilydeformedtofitthemoldarepushedtothesideandlargelyignored.This
isnotthewaytohelpadiverse,multiculturalyouthlearntolovelearning.Onlybyfirstforgingthedeep
connectionofauthenticcaringcanstudentsbesupporteduptohighexpectationswithoutbeingheld
hostagetothem.
Onceaneducatorhascreatedthattrustedbond,theycanmakelearningaccessibletotheir
studentsbyconnectingitwithpreviouslearning,beitgames,language,orallowances.Itisuptometo
showthestudentshowandwheretolookforknowledge,onlytheycanactuallyconstructitintheir
minds.
Howdowebuildmoreinclusiveclassroomcommunitiesforstudentswhomayhavedifficulty
interactingwiththeirpeers?SaytherewasasingleEnglishLanguageLearnerintheclasswhosenative
tongueisnotsomethinganyoneelsespeaks,whatcanwedotosupportthatstudentslearning?
Studentswithdisabilitiesneedandhaveaccommodationsinschoolfortheirlearning,butmoreneedsto
bedonewithbuildingthosecriticalrelationshipsforthoseindividuals.Emilysattempttocommunicateto

BORING,HARD,ANDTOOMUCHOFIT:
STUDENTDISENGAGEMENTINEIGHTHGRADE

12

theotherstudentshowsmethatnotallofthosewhoarealonewanttobe.Thosearethestudentswho
needthemostsupportsothattheycanflourish.

BORING,HARD,ANDTOOMUCHOFIT:
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