This student was in my high school mathematics seminar. I told the students in advance that the seminar is based on trust. I reminded them that I was willing to help them if they had any difficulties, but if they violated my trust, they would lose many benefits. Such as the offer of correction dates, the possibility of correspondence and so on.
This guy copied someone else's work and when I confronted him with the team he confessed. However, I did not perceive the fraud itself as problematic behavior. The problem was that he was very polite. He apologized for the situation and acted very politely.
Lying and cheating
Here I made a mistake and did not apply a harsh punishment (I did not deprive him of some privileges within the seminar). However, a month later he broke his promise again and copied on the test.
Consequences, Support
It was interesting that he did not see his assessment as fair. His self-perception was that he knows math better than his grades. And that's why he preferred to break that trust so as not to fall. But the whole time he felt wronged. The problem was not in our relationship, but in his perception of himself. It went so far that he failed the subject and had to repeat the grade. I always made time for him and we also worked it out with his parents. I never wanted to touch his dignity, but any effort to encourage him or give him a new opportunity, he found faults externally, not in himself. This story also has a resolution that when we were able to objectively show that he is really not good at math, he understood that the problem is not external, but internal. In retrospect, I know that I did well and that it ultimately moved the student and helped him in life.
19 rokov, 5. ročník stredná škola (gymnázium)
Literatúra, kinematografia, humanitné vedy
Lhaní
PhD. Matematika, Fyzika
Tento študent bol na mojom maturitnom seminári z matematiky. Vopred som študentom oznámil, že je seminár založený na dôvere. Pripomínal som im, že som ochotný im pomôcť, ak budú mať nejaké ťažkosti, ale ak porušia moju dôveru, tak prídu o veľa výhod. Ako napríklad ponuka opravných termínov, možnosti dopisovania a tak ďalej.
Tento chalan odkopíroval prácu niekoho iného a keď som ho s tým konfrontoval, tak sa priznal. Samotný podvod som ale nevnímal ako to problematické správanie. Problematické bolo, že bol veľmi slušný. Ospravedlňoval sa za tú situáciu a vystupoval veľmi slušne.
Tu som spravil chybu a neaplikoval som tvrdý trest (neodňal som mu nejaké privilégiá v rámci seminára). O mesiac však svoj sľub zas porušil a opisoval na teste.
Zaujímavé bolo, že on svoje hodnotenie nevnímal ako spravodlivé. Jeho seba percepcia bola, že on tú matematiku vie lepšie ako mu vychádzajú známky. A preto radšej porušil tú dôveru, aby neprepadol. Celý čas sa však cítil ukrivdený. Problém nebol v našom vzťahu, ale v tom jeho vnímaní seba. Zašlo to až tak ďaleko, že nespravil predmet a musel opakovať ročník. Vždy som mu venoval čas a riešili sme to aj s jeho rodičmi. Nikdy som mu nechcel siahať na dôstojnosť, ale akákoľvek snaha ho povzbudiť, alebo mu dať novú príležitosť, tak nachádzal chyby externe, nie v sebe. Tento príbeh má také rozuzlenie, že keď sme už objektívne vedeli ukázať, že mu tá matematika naozaj nejde, tak pochopil, že ten problém nie je externý, ale interný. Spätne viem, že som robil dobre a že to toho študenta nakoniec posunulo a pomohlo do života.