There were already problems when I got it in the fifth grade. He went to school from the first grade. I was his class teacher from fifth to seventh grade. He didn't hang out with anyone in class. He did not seek conflicts, was introverted and sat alone. In terms of school performance, his grades were average, but things got worse in the seventh grade. He didn't enjoy school, and if he didn't understand the material, he didn't want to do anything. He just sat there and did nothing despite being reprimanded. When he didn't want to do anything, he said he wouldn't do it, and no one convinced him to work. When the principal called him to the principal's office, he did not move from his chair and the principal had to follow him into the classroom. We resolved this situation with the parents, the school psychologist and the student himself. At home, his parents did not pay attention to him and did not want to deal with this situation much. Once his father came to us and told the student, even in front of us, that if you work at school, he will buy him a better computer. His hobby was gaming and IT industry. We also agreed with the parents that if the student does not work, we will call the parents and they will pick him up from school. We had another 25 kids in the class who wanted to learn.
The student lives with alternate care and is an only child. He lived with his father for a week and with his mother for a week. When that was not possible, he lived with his grandmother. He has been diagnosed with attention and activity disorder, behavioral difficulties and emotional lability. His work rate gradually deteriorated. When the fabric didn't suit him, he got stuck and said he wasn't going to do it. His grades were getting worse. In seventh grade, we didn't even have anything to evaluate him on, because he hardly went to school. He didn't get along very well with anyone, so he had a behavior problem. His parents did not support him and were not interested in him, which was also reflected in the solution to this situation. His interests include playing computer games.
Failure to meet school obligations/unpreparedness for classes, Failure to attend class
We first addressed the situation with the student himself. When he got stuck and didn't want to do anything, we didn't force him to do anything. We further discussed the situation with the director. The pupil even refused to come to the principal's office, so the principal had to come to the pupil's classroom. After that, we discussed the situation with the parents, but they were unable to get the student to do anything. They didn't pay attention to him at home, they let him play games on the computer so they could have peace from him. He went to school unprepared. Next, we discussed the situation with the school psychologist, and finally with the student himself. In the end, it was agreed that if the student does not do anything at school, we should call the parents and they will take him away, so as not to hinder other students. Several pupils from the class offered him tutoring in a subject he did not like, but the pupil did not take advantage of these offers. In the seventh grade, we told the student and his parents that we had nothing to evaluate him on, because he refused to write the test several times and his parents took him home three out of five days a week because he did not work. We informed them that he would have to repeat seventh grade again.
Support, Interview
The student's parents eventually sent him to another school. I am not satisfied with the situation myself. As a class teacher, I had a good relationship with him and we all tried to help him. Both students with tutoring offers and me. The student refused to work and rarely attended school.
10-12 let, 5.-7. ročník
počítačové hry, IT
Emoční labilita,Nepozornost,Hyperaktivita
vysokoškolské vzdělání, tělesná výchova a pedagogika + učitelství 1. stupně
S problémy byly již když jsem jej dostala v pátém ročníku. Chodil do školy od první třídy. Třídní učitelkou jsem mu byla od pátého do sedmého ročníku. Ve třídě se s nikým nebavil. Nevyhledával konflikty, byl introvertní a sedával sám. Co se týče školního prospěchu, známky měl průměrné, ale v sedmé třídě se to zhoršilo. Škola jej nebavila a když látku nepochopil, nechtěl nic dělat. Prostě seděl a nic nedělal i přes napomínání. Když nechtěl nic dělat, řekl že to dělat nebude a nikdo jej nepřesvědčil, aby pracoval. Když si jej zavolal ředitel do ředitelny, tak se nehnul ze židle a ředitel musel jít za ním do třídy. Tuto situaci jsme řešili s rodiči, školním psychologem i sám žák. Doma se mu rodiče nevěnovali a ani tuto situaci nechtěli moc řešit. Jednou k nám přišel jeho otec a řekl žákovi, a to i před námi, že když budeš ve škole pracovat, koupí mu lepší počítač. Jeho záliba byla hraní her a IT odvětví. Také jsme byli domluveni s rodiči, že pokud žák nebude pracovat, zavoláme rodičům a ti si ho odvezou ze školy. Měli jsme ve třídě dalších 25 dětí, které se chtěli učit.
Žák žije s ve střídavé péči a je jedináček. Týden bydlel u otce a týden u matky. Když to nebylo možné, bydlel u své babičky. Má diagnostikovanou poruchu pozornosti a aktivity, obtíže v chování a emoční labilitu. Jeho pracovní tempo se postupně zhoršovalo. Když mu látka nešla, tak se zasekl a řekl, že to dělat nebude. Jeho známky se zhoršovaly. V sedmém ročníku jsme jej dokonce neměli z čeho hodnotit, protože téměř nechodil do školy. S nikým moc nevycházel, měl tedy problém v chování. Jeho rodiče jej nepodporovali a neměli o něj zájem, což se také projevovalo do řešení této situace. Mezi jeho zájmy patří hraní počítačových her.
Situaci jsme nejprve řešili s žákem samotným. Když se zasekl a nechtěl nic dělat, nedonutili jsme ho k ničemu. Situaci jsme dále řešili s ředitelem. Žák dokonce odmítl dojít do ředitelny, takže musel přijít ředitel k žákovi do třídy. Poté jsme situaci řešili s rodiči, kteří ale nebyli schopní žáka k něčemu přimět. Doma se mu nevěnovali, nechali ho na počítači hrát hry, aby od něj měli klid. Do školy chodil nepřipraven. Dále jsme situaci řešili se školním psychologem, a nakonec i sám žák. Nakonec bylo domluveno, že když žák nebude nic dělat ve škole, máme zavolat rodičům a ti si jej odvezou, abychom nebrzdili další žáky. Ze třídy se mu několik žáků nabídlo s doučováním v látce, která mu nešla, ale žák těchto nabídek nevyužil. V sedmém ročníku jsme žákovi a jeho rodičům řekli, že jej nemáme z čeho hodnotit, protože několikrát odmítl psát test a tři z pěti dnů v týdnu si jej rodiče odváželi domů, protože nepracoval. Informovali jsme je o tom, že si bude muset zopakovat sedmou třídu znovu.
Rodiče žáka dali nakonec na jinou školu. Se situací nejsem sama spokojená. Jako třídní učitelka jsem s ním měla dobrý vztah a snažili jsme se mu všichni pomoci. Jak žáci s nabídkami doučování, tak já. Žák odmítal pracovat a navštěvoval školu zřídka.