Can’t Claim Laziness
We’ve all used the excuse at some point- “I’m being lazy today.” “It’s my lazy day.” “But I feel so lazy…” No matter how it’s phrased, at some point it’s been used. This article posits the idea that laziness isn’t a real thing, so it’s time to start figuring out a new excuse!
Jokes aside, it’s a highly interesting thought. In the article the author E. Price mentions the belief that there is no such thing as laziness, but rather there are barriers that cause ineffective behavior. It questions how quickly people are to decide a behavior is simply lazy, rather than trying to figure out the barriers that caused the behavior in the first place. ‘Laziness’ doesn’t simply come from nowhere, and it’s important that the cause be identified so that the behavior can be subject to a change, or to be fixed.
Furthermore, it brings in the idea of situational barriers. Home life isn’t always conducive to being able to focus on school life, assignments, whatever else. Home life is, of course, not the only factor to be considered. There’s the knowledge that we won’t know another’s experience unless we either deal with it ourselves or there is close, trusting interaction with the individual that does. Just as the author mentions a friend of theirs that had gone through trials in life that many people tend to judge without the knowledge of what it is to be in that situation.
That said, it’s important for teachers to consider their students in the same way. We can’t know what’s holding a student back unless questions are asked, or the students themselves bring up the issues. This is why if a student is exhibiting behaviors that are ineffective, then it stands to reason that rather than assuming the student in question is lazy, the issue should be met with gentle curiosity. It’s important to fill the gaps in context that we’re missing, and see where this issue is stemming from. It seems to be far too easy to simply assume a behavior is just lazy, rather than attempting to go deeper into the problem. The idea of laziness is one to be dismantled, for the real issues to be seeked out for the student’s sake.
If placed within one of the Grand Challenges, it’s likely best placed in Understanding the American Experience, as it deals with mentality. It’s an issue elsewhere, of course, but this was the best placement for this particular piece.
Questions that should be asked by the teacher include: Does the student feel confident in the assignment? If not, why might that be? How can it be explained in order to ease the fear of failure? Students should be encouraged to ask themselves: What is holding me back? Do I need help? Who should I talk too if I’m having trouble?
There are, of course, more questions that could be asked, but these might be helpful in getting to the root of the issues.
My content area will often see issues of procrastination, with the essays I may ask of students, and this is an idea that should be considered. Rather than assuming the student is simply lazy, I would like to have a classroom environment where students aren’t held back by what they think they can’t do. Obstacles should be viewed as just that, an obstacle that can be worked around or through.
The strategy I’d like to see used in my classroom is a debate. What evidence can be found to support that laziness is a real thing? What evidence can be found to show that it’s not real so much as it’s a conditional. The reason I’d push it being a discussion in the classroom is the idea would keep from it being continued to be used as an excuse, to help promote some deeper thought into the issue. For both the teacher and the student.
