‘You’re gonna pass me anyway’: teacher candidates engage a demotivated simulated student

Teachers navigate a myriad of challenging landscapes daily, including school policies, student motivation, and the intersection of the two. As minimum grade policies are established with good intentions, they impact student motivation. In this study, teacher candidates engaged in a clinical simulation to practice their ability to engage an academically demotivated student. Four themes emerged from the simulated interactions: Approaches to Policy, Direct or Indirect Exploration, Pep Talk, and Plan to Reconnect. Findings reveal teacher candidates employed a wide array of approaches to navigating grades and grading policy and broadly motivating the student. Implications center on expanding experiential learning opportunities to support rehearsal of distinct skills and approaches.