OHS teachers’ perspectives on students taking initiative in their own learning

By Alivia Williams

Photo of OHS students taken by Alivia Williams 

Teachers across America have faced a specific issue involving students for several years, arguably one that has worsened since the outbreak of COVID-19: getting students to pay attention and take initiative in their own coursework. As of 2023, it is difficult for districts to get teachers interested in the positions they have to offer. This rings true for a number of reasons: low pay, unappealing benefits and student behaviors. To gain primary perspectives, I discussed with six teachers their own experiences in their classrooms, including topics regarding student behaviors, forming connections with their classes, and the struggles and rewards that come with being an educator. 

Ms. Smith

Teaching for 32 years 

Tricia Smith is currently a geometry teacher at the Owasso High School West Campus. A main prospect of our conversation included a focus on students’ lack of work ethic and a decrease in motivation to start work. Being a math teacher for as long as she has been, Ms. Smith understands that math is typically regarded as the most difficult subject. Due to this idea among students, she often finds that many resort to cheating. 

“Cheating off of their friends is a big issue, like when students create a group text and someone shares the homework…but if they don’t understand how to get the answers– it will show come test time,” says Smith. 

She shares that lack of preparation on the student’s part is what eventually leads to confusion or trouble doing the homework, stating that,“They don’t have study skills and they don’t take the [initiative] to take notes.”

This is partially due to the fact that students lack the motivation to do any work, let alone study. 

When asked about the biggest obstacle she faces in her classroom, Ms. Smith expresses,“[The students] have a lack of work ethic…they don’t want to do it unless it’s easy.”

When uncovering the cause of this discovery, it is made clear that technology in an ever-growing world is responsible for the shortened attention spans of students everywhere. 

“Phones are a huge issue; they’re supposed to be doing a homework assignment, and, instead, they’re playing games…there’s a time and a place; you’ve got to be willing to put that aside,” says Smith. 

It is pertinent that students create a healthy balance between academic pursuits and those relating to time spent personally. Collectively, students should be mindful of how this inattention affects teachers because, truthfully, teachers are human and have real feelings just like everyone else. 

“[Students’] lack of caring does weigh on you, especially after so many years…but I’ve always loved teaching. Trying to inspire them inspires me,” expresses Smith. 

Mr. Hudson 

Teaching for 31 years

Todd Hudson is a U.S. history teacher on the East Campus at OHS. Mr. Hudson lectures about events in American history while also allowing time to connect with his students and build a relationship with his classes.

Being understanding of students’ circumstances outside of school is a quality that Hudson values; he expresses this by saying, “I understand my class is not their number one priority.”

He allows a reasonable amount of time for given assignments and holds realistic expectations of his students. Although Mr. Hudson still faces issues with students being less than cooperative.

“Students have a deficiency when it comes to listening; they hear, but they don’t listen,” says Hudson. 

Hudson stresses the importance of listening and the positive effects it has not only on one’s education but also aiding them throughout the rest of their lives. Listening is a choice everyone can choose to make– under any circumstance. Upon being asked about his students taking initiative in the classroom, Hudson highlighted an important fact regarding the teacher-peer dynamic.

“Education is a two way street,” replied Hudson.

He began to elaborate, discussing a healthy balance between the reciprocal cooperative relationship that should be present in a classroom among students and teachers. While this dynamic would be ideal, it is not always attainable, depending on the attitude received from students. 

Mrs. Robison

Teaching for 27 years

Courtney Robison is a Marine ecology and Biology II teacher at OHS. She views the Owasso district fondly– referencing the involved students as well as the ability to purchase resources for her classroom through grants. 

“Owasso has been the best district I’ve worked for,” says Robison. 

Robison makes a large effort to connect with her students; she believes this is key to having a great work-play balance that produces a positive learning environment. 

“I connect with my kids by telling them jokes and stories and by being open and honest with them,” Robison affirms.

Although there is a tremendous amount of work coming from the teacher in this case, there are still students who remain unreceptive.

“I’ve noticed that students don’t take advantage of the time given in class to do the work,” Robison expresses.

Going off of this topic, she states that procrastination plays into this issue. Where most teachers would put down an iron foot, Robison allows students to choose how they use their time. 

“I let students make their own choices; they are responsible for themselves, and their grades will reflect that,” says Robison. 

Because she prefers a light-hearted classroom environment, Robison puts emphasis on connection building, which is made clear with her bright personality and unique sense of humor; not one student goes unnoticed. 

Mr. Blalack

Teaching for 10 years

Justin Blalack is a geometry teacher at the West Campus at OHS. Mr. Blalack stresses the importance of building connections with students, believing that it is crucial to harbor a positive classroom environment. 

“I greet my students at the door by name, with a smile. I take the time to know who my kids are,” Blalack expresses.

Mr. Blalack proves to extend opportunities that many teachers will not– including late work. 

“I’m having to work more and harder than I usually do because I’m accepting late work.”

Although he’s forgiving and understanding in his methods, he still observes heavy amounts of cheating, inattentiveness and a lack of motivation to do work. To Mr. Blalack, it is a matter of how to engage with students, how to motivate them and be encouraging in their endeavors. 

 “People need to be able to talk to people, positively,” Blalack expresses. 

Mr. Blalack is doing what he can to make an impact on the students in his class through playful banter and giving them advice. He understands students have struggles outside of school, so graciously, he is considerate in the time he gives for assignments. Mr. Blalack goes above and beyond for his students, it would be a miracle for the energy to be reciprocated. 

Mr. Allen

Teaching for 8 years

Christopher Allen is a U.S. history teacher at the OHS East Campus. When it comes to students taking initiative in his class, Mr. Allen makes a few prominent points.

“There seems to be a lot of focus on checking a box or marking a task complete instead of focusing and understanding the learning objective of the task. Being able to say ‘I’m done’ seems to be the goal instead of ‘I understand’ or ‘I’d like to learn more,’” states Allen.

Instead of putting a focus on the learning and growing aspect of education, a vast number of students are emphasizing the completion of tasks– whether they retain the information or not. Mr. Allen places importance upon trying, even when completion may seem unattainable.

“I feel there is push-back because some things can be hard. I believe anything worth doing is hard, but it’s human nature to take the easy path,” Allen remarks. 

It’s critical for students to understand that it is impossible to be perfect at everything they may attempt, and that the best work is done when one puts their best foot forward with a positive mindset.

Mrs. Woodall

Teaching for 3 years

Bailey Woodall is an English II teacher on the West Campus at OHS. Still relatively new to teaching, Woodall faces many challenges, including greater push-back from students. 

“Any assignment of any length– they don’t want to do it. I get the same amount of pushback,” answers Woodall. 

Adding on to that statement, she continues with,“They’ve never had a single homework assignment, but still, it’s constant complaints about work in class.”

This was a common theme in most of my discussions with the six teachers, being that students are more willing to give up before they’re willing to genuinely try.

Woodall explains it flawlessly, expressing that, “There’s this sense of apathy, I hear that word all the time from teachers– the students don’t care.”

When students are unreceptive to all attempts and lack an attention span, it creates an unbalanced workload between teacher and student. 

“If teachers know that you’re actively listening and trying, the door should be open to receiving help if you need it,” states Woodall.

Teachers go to incredible lengths for their students. As a student body, Owasso High School should be recognizing the efforts made by teachers to create a resourceful and optimistic space. Teachers are human beings, just like everyone else– they’re here for the student’s benefit. Do not dismiss those who are trying– teachers are truly trying. Tell your teachers how much you appreciate them, they need to hear it.