My Dilemma. Methodology reflections

Usually the first class that I teach on Monday morning AND the class that proceeds lunch can be described in one word: Unmotivated.

My 9;30 and 1:00 o'clock Monday classes  are always the most difficult for me to teach.  The students are less focused and often revert back to automatic book replies when I ask them questions.  I find this somewhat frustrating because the classes that follow are worlds apart, even though the 9;30 class shares the same major as the 11;20 class (business), and 1:10 class (on Mondays) shares the same major as my 3;00 class (interior design).

For example, during the first week of classes, I had 2 girls (from my 9;30) make a VERY poor attempt to sneak out the back door after the attendance was taken.   I nabbed them in the hallway and informed them that I do a roll call twice per class, in which the second time I call roll, I check their homework.   I often write the word 책임(responsibility) on the WB, and praise a student when they are responsible, yet there are still a few students who come to class without their book, a notebook and even a pen.  I hate to think that these students will fall through the cracks (both in my class and in life in general), but I am having trouble getting these college kids motivated to do even the most basic tasks (such as bringing a pen and notebook to class). It's never more than 4 to 5 students in a particularly "bad" class,  however, that is still 15%-20% of that class (depending on the class size), and when I have to repeat  " 책임", I fear that I take away from the comfort zone in which I try to establish in the classroom.


I wont allow a student to be lazy in my classes, for I insist that each of them ask and answer a question during weekly reviews and I walk around the class when students are doing writing assignments.  The only exceptions that I do make are with students whom appear to have special needs, and in those circumstances, that student only needs to ask/answer questions with me, (without making it seem that I am giving them special treatment).  The issue that I do have however, is with the students who DON'T have special needs, yet lack the drive to do their work.  I have tried different approaches with these students, (making them a group leader, having them help me by writing on the WB, having them sit with the more advanced students), but come the following week, the "target students" fall right back into their same routine.  I find this to be somewhat frustrating when considering that the majority of the students do seem to respond in my classes, and I have very little trouble in my other classes.  I am currently seeking alternative methods in which to get the the less motivated students involved, while at the same time trying not hinder the objectives of the daily teachings.  Unfortunately though, my attempts to get these students more involved have resulted in a BIG Swing and an even BIGGER MISS.