The situation arose due to the escalation of the long-term condition and functioning of the pupil. On Tuesday morning we had a two-hour class. It often happened that she did not go to class, and when she did, she was clearly tired, had difficulty maintaining attention and disturbed those around her. She was eating in class, laughing out loud and not paying attention. In this particular lesson, I had to remind her several times to work on what I assigned them. Most of the time I didn't point her out directly, but some group she was in.
At the time of greatest silence, when the students were supposed to work on something individually, she went to throw something away. She went to the basket barefoot in about ten centimeter heels, which echoed around the whole school. After sitting in the desk, she unwrapped her food and rolled her apple to the middle of the class. That's when I exploded. I started yelling at her. I just couldn't handle it. I sent her out of the classroom. In a fit of anger, I even raised my voice at her. This has only happened to me a few times in those five years. In retrospect, I know that she didn't understand why I kicked her out of the class and she felt wronged. She also dealt with other teachers, whom she claimed had given me a hard time.
Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Attendance problems, Verbal disruption of lessons
But even his classmates themselves told him that my reaction was not unreasonable, even if it was. I see it as frustration from his behavior and his approach accumulated in me over a long period of time, and that's why I exploded. At that time, she also had a board exam due to attendance, which she did not attend. I didn't have much to do after that, because she still didn't go to class.
Disrespectful communication, Transfer of student 
She was not interested in learning, which she herself declared to me. I had several opportunities to tell him that his approach and behavior were not adequate, but I did not use them. Her behavior didn't change that much after that. She still didn't go to class much, but she seemed offended and that's why she didn't disturb class, didn't eat and was quiet most of the time. I took it that she was in such silent resistance. At the end of the year, she then prepared very well for one exam, but that was only so that she wouldn't have to do commission exams from the whole year. So she didn't change her approach. I felt that I had lost her after this incident and any chance to move on with her or resolve it so that it would go in a good direction.
17 rokov, 3. ročník strednej školy (gymnázium)^
sociálne siete, psychotropné látky, zábava
Nepozornost,Nesoustředěnost
PhD. Matematika, Fyzika
Situace vznikla vyeskalovaním dlhodobejšieho stavu a fungovania žačky. V utorok ráno sme mali dvojhodinovku. Často sa stávalo, že nechodila na hodiny a keď chodila, tak bola zjavne unavená, ťažko udržiavala pozornosť a vyrušovala svoje okolie. Jedla na hodinách, nahlas sa smiala a nedávala pozor. Na tejto danej hodine som ju viac krát musel upozorniť, aby pracovala na tom, čo som im zadal. Väčšinou som neupozornil priamo ju, ale nejakú skupinu, v ktorej sa nachádzala.
V čase najväčšieho ticha, keď mali študenti individuálne na niečom pracovať, išla niečo vyhodiť. Neprezutá v asi desať centimetrových podpätkoch išla ku košu, čo sa ozývalo asi po celej škole. Potom ako si sadla do lavice, si vybalila jedlo a skotúľalo sa jej jablko až do stredu triedy. Vtedy som strašne vybuchol. Začal som na ňu kričať. Proste som to nezvládol. Poslal som ju preč z triedy. V návale hnevu som na ňu aj zvýšil hlas. Toto sa mi za tých päť rokov stalo len pár krát. Spätne viem, že ona nerozumela prečo som ju vyhodil z triedy a cítila sa ukrivdená. Riešila to aj s inými učiteľmi, ktorým tvrdila, že mi preplo.
Ale aj jej samotní spolužiaci jej hovorili, že moja reakcia nebola neprimeraná, aj keď neprimeraná bola. Vnímam to tak, že sa vo mne za dlhší čas nahromadila frustrácia z jej správania a z jej prístupu a preto som vybuchol. Vtedy mala aj komisionálnu skúšku kvôli dochádzke na ktorú neprišla. Nemal som to potom ani moc ako riešiť, lebo stále nechodila na hodiny.
Nemala záujem sa učiť, čo mi aj sama deklarovala. Mal som síce viac príležitostí jej odkomunikovať, že jej prístup a správanie nie sú adekvátne, ale nevyužil som ich. Jej správanie sa potom až tak nezmenilo. Stále moc nechodila na hodiny, ale pôsobila urazene a preto na hodinách nerušila, nejedla a bola väčšinu času ticho. Bral som to tak, že bola v takom tichom odpore. Na konci roka sa potom veľmi dobre pripravila na jednu skúšku, ale to bolo len preto, aby nemusela robiť komisionálne skúšky z celého roka. Takže nezmenila svoj prístup. Vnímal som, že som ju po tomto incidente stratil a hocijakú šancu sa s ňou ďalej posunúť alebo to vyriešiť, tak aby to išlo dobrým smerom.