The student came to our class in the middle of the year. Actually, after the start of the war in Ukraine. He left Ukraine together with his cousin. They lived together with their aunt. I knew that it would be necessary to include the student and his cousin. There was no problem with his cousin, but the student was problematic. At his old school, he was among a group of students with whom he was naughty and did not study. He could neither read nor write Ukrainian. He didn't know the alphabet, he didn't know Latin, and he didn't even have the need to learn anything. He was very rude to his classmates, shouted, disturbed and could not work alone.
The student comes from a family where both parents have problematic alcohol use. His parents probably didn't care much for him, didn't pay enough attention to him and didn't care how he was doing in school. At the same time, they did not even secure him financially. At school, he belonged to students who did not study, were angry and bullied other classmates. All in all, leaving Ukraine, leaving my parents and starting a new school where he didn't understand anyone, except his cousin, had to be a big shock. He was very scared, stressed and uncomfortable.
Failure to meet school obligations/unpreparedness for classes, Failure to attend class, Verbal aggression
My task was to integrate him into the team. One of those things was that we took a picture together - all of us, the whole class, we put the picture on the door and he felt that he belonged somewhere, he wanted the same textbook as the other children (we explained to each other that he didn't and why), but I tried to make him really do something with the class every day. He was alone a lot, assistants took him, and then he returned for parts of the teaching. But it was important there that I supported such a "we
Support, Working with the collective
The student is still with us, and will probably stay here. He made great progress. It took some time, but because I kept trying to include him, not overlooking his doing nothing and asking him to do those things with others or things like that, he's a lot more independent now. I managed to set the rules for him and it works. It's good. He can work for an entire hour, he understands the question, the children take him, they have fun together and with me, and he has no problem joining in any activity with others.
9
Rušení výuky,Nesoustředěnost,Nekomunikoval,Neposlušnost
VŠ
Žák k nám do třídy přišel uprostřed roku. Vlastně po začátku války na Ukrajině. Odešel z Ukrajiny spolu se svou sestřenicí. Společně bydleli u své tety. Věděla jsem, že bude potřeba žáka a jeho sestřenici začlenit. S jeho sestřenicí problém nebyl, ale žák byl problémový. Na své staré škole patřil mezi partičku žáků, se kterými zlobil a neučil se. Neuměl ani číst ani psát ukrajinsky. Neznal azbuku, neznal latinku a do toho neměl ani tu potřebu se cokoliv učit. Byl velmi hrubý ke spolužákům, vykřikoval, vyrušoval a nedokázal pracovat sám.
Žák pochází z rodiny, kde se objevuje problémové užívání alkoholu obou rodičů. Rodiče se o něho pravděpodobně moc nestarali, nevěnovali mu dostatečnou pozornost a nezajímali se, jak si ve škole vede. Zároveň ho ani nezabezpečovali peněžně. Ve škole patřil k žákům, co se neučili, zlobili a šikanovali ostatní spolužáky. Celkově velký šok musel být samotný odchod z Ukrajiny, odchod od rodičů a nástup do nové školy, kde nikomu, kromě své sestřenice, nerozuměl. Velmi se bál, byl ve stresu a v nepohodě.
Mým úkolem bylo ho začlenit do kolektivu. Jedna z těch věcí, byla ta, že jsme se společně vyfotili – všichni, celá třída, fotografii jsme dali na dveře a on cítil, že někam patří, chtěl stejný učebnice jako ostatní děti (to jsme si vysvětlili, že ne a proč), ale snažila jsem se, aby každý den opravdu dělal něco s tou třídou. Hodně byl sám, brali si ho asistenti a poté se na kousky výuky vracel. Ale tam bylo důležité to, že jsem podporovala takovéto „my
Žák je u nás stále, a pravděpodobně tu už zůstane. Udělal veliký pokrok. Trvalo to, ale protože jsem se ho stále snažila začleňovat, že jsem nepřehlížela jeho nicnedělání a požadovala jsem po něm, aby dělal ty věci s ostatními, anebo tomu podobné, tak je teď mnohem víc samostatnější. Podařilo se mi u něho nastavit pravidla a funguje to. Je to dobré. Dokáže pracovat celou hodinu, rozumí otázce, děti ho berou, baví se spolu a se mnou a nedělá mu problém se přidat do jakékoliv aktivity s ostatními.