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Scenario question

You have a student that consistently does not finish classroom work, even though she is capable. You have tried encouraging her, giving her extra rewards for work completed, and contacting her parents. When the student is confronted about unfinished work, she reacts in a hostile way. This may include everything from arguing with you, to breaking the pencil lead on her pencil while you watch. How might the Make your Day Program assist you in getting this student back on track? Write and explanation of how you would approach this situation.

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You have the student that consistently does not finish classroom work, even though she is capable. You have tried encouraging her, giving her extra rewards for work completed, and contacting her parents. When the student is confronted about unfinished work, she reacts in a hostile way. This may include everything from arguing with you, to breaking the pencil lead on her pencil while you watch. How might the Make your Day Program assist you in getting this student back on track? Write and explanation of how you would approach this situation.

Please consider the following According to the Make Your Day, if the student is unable to gain self-control or engages in an extreme behavior, she is asked to call her parents for a conference at school. This three-way conference between the staff member, the student, and the parent(s) is structured to give the student an opportunity to assess and take responsibility for her behavior, provide alternative choices for future situations, and indicate a readiness to return to the classroom. These procedures are implemented without blaming, moralizing, or showing anger and the teacher speaks in a quiet, businesslike tone when addressing the student. Throughout the school day, each student is cognizant that the consequences of her behavior, both positive and negative, result from her choices -- not arbitrary decisions by the staff. In your case on the face of it the procedure for calling the parents has not helped to discipline the student or to make her do the unfinished work.

Please think in the following terms: One cannot say how might improve with solid effective discipline from his parents and teachers, but one can sense an ambivalence about setting limits in both parents and teachers that severely compromised the effectiveness of the approaches they were currently using. the student not bigger, stronger or wiser than they. she may be simply more determined, less ambivalent and more intense about his purpose. His caregivers, worried about damaging his self-esteem, may be hoping to avoid conflict and to remain positive. They may try to use the "talk to your kid so she will listen," approach, a variation of a title of a best-selling advice book to parents. But this wasn't a cognitive question for the student. Try talking to the student, I thought, and he's halfway down the street before you've finished your first sentence. But despite this repeated experience, his parents may have persisted with too many words

Please think of the following:
Most of the time you may have repeated provocations like breaking of pencil points or arguing. Repeated testing behavior makes most teachers angry. Only then can she can overcome her ambivalence about punishment and take effective actions.
However, every time the student ignores your verbal repetitions, her words become less effective. What can you in the Make Your Day Program do? This is not rocket science. Give the student only one warning and then remove the offending toy for an hour. Don't throw it ...

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