When a student disengages from the learning process, there could be a variety of causes.

A common one includes the “Won’t Do” vs. “Can’t Do” question. Depending on the student, the approach would need to shift.

Won’t Do (they have the skills, but will not perform)

Oftentimes, this student lacks motivation or a clear sense of purpose for the activity (e.g., Reading). They may say so – “what’s the point” or “why do we keep doing this” – while in the tutoring session. Remember, we adults can see the long-range benefits of developing good Reading skills, but sometimes students cannot. The child may also have received constant negative feedback about their Reading for most of their time in school.

The fix = Motivation

Learn more about the student and their interests. Highlight other areas where they excel. After showing them that you “see” them as a person – as a unique individual full of strengths and some areas to improve – they may be more receptive to help. For all of us, doing difficult things is a challenge. It’s just that as adults we have learned that pushing through such challenges leads to worthwhile benefits afterwards. Most students have yet to gain this perspective.

Can’t Do (they do not have the skills…yet)

Students learn at different paces and in different ways. The “Can’t Do” situation is where a child truly does not know how to do the assigned task. For Reading, this may include gaps in knowledge of Phonemic Awareness, Phonics, Fluency, Comprehension, or Vocabulary. There may also be a lack of practice and exposure to Reading in general. Sometimes the skill deficit can also include some resistant behaviors (e.g., refusing to Read independently). So some planning and analysis can be beneficial at the start.

The fix = Teaching and Corrective Feedback.

Depending on the student’s age, your approach will need to be different. But the intention remains the same – teach the skills you want to see. Not only teach the skill, but also practice, model, and provide corrective feedback (and praise) along the way. It can be quite embarrassing for a student to acknowledge their learning weaknesses, especially for the older students. So have patience and compassion as the student opens up about their struggles.

The “Won’t Do” vs. “Can’t Do” question may help provide clarity on how to best approach a struggling learner. Sometimes it is not such a simple dichotomy, but it is best to work from one perspective at a time. Meaning, either teach the skill (Can’t Do) or provide practice and focus on motivation (Won’t Do).

Yes, they should have learned these skills at a certain time – but the reality is that they didn’t. It is very likely that they know how far behind they are, and they are not happy about it. Through tutoring, you are providing a chance for them to find that sense of accountability and pride. Having an ally to walk them through makes such a huge difference.