The situation happened about three years ago. I received the first year of Automechanics from the Civics subject. After about a month, one student fell ill with pneumonia and later with mononucleosis. During the next six months, he could not attend face-to-face theoretical and practical classes due to health reasons. Although my colleagues and I continuously assigned tasks to him, he tried to fulfill them, there were also consultations via messenger, unfortunately he was unable to attend practice, which made it impossible for him to continue in the field. In addition, he was diagnosed with ADHD. The student became apathetic, he lacked motivation to continue his studies, he even wanted to leave school completely. From the beginning, he completed the assignments, tried to catch up on all the material, and went to individual tests. Later, however, he became tired and unmotivated from the whole situation. He stopped completing assignments, started communicating less with school, even refusing to talk to the class teacher. He asked me if I would help him solve this situation, because in my classes the student felt good and liked to communicate.
Student in the first year of the Automechanics course, diagnosed with ADHD, poor health (pneumonia, mononucleosis), loss of motivation to continue studying
Verbal aggression
After a request from the class teacher, I contacted the student via messenger - video call. I called him and asked him if he would mind chatting with me for a while via video chat. The student agreed. First, I asked him how he was, how he felt health-wise, if he needed anything, and that I was also calling because his class teacher asked me to. The student was happy to be interested, communicated, sounded optimistic. I told him I knew he was thinking about dropping out of school. Then I explained to him that it would be a shame to miss him at school. I asked him if he would at least think about it, I told him that at least a teaching certificate is needed for future employment, that we could find another solution, change field, etc. I asked him what he enjoys, what his interests are and conical. I also told him that if he changed his mind about further studies, he should call me in a few days, we will make arrangements, possibly at a meeting at school, and with his parents, and we will find a solution together. Two days later, the student called me to say that he had been thinking about it, he had talked with his mother at home, his father does not live with them, so he preferred to deal with the situation with his mother. I arranged a meeting with him at the school, he finally came with both parents, which was a pleasant surprise for me that both parents showed interest in their son's studies. At the meeting, after talking to all the participants, I suggested that I conduct a SWOT analysis of strengths and weaknesses with the student. Based on the results of the analysis and the interview with the student about his interests and hobbies, we came to the conclusion that a waiter would be more suitable for him. Parents also agreed.
Interview
After negotiations with the pupil and parents, the pupil was again motivated to continue his studies, with the provision that he would change his major. In the next school year, he entered the first year of the newly registered field. He is now already in his third year, he enjoys his studies, he completes his assignments, he is satisfied with his practical work and he is awaiting his final apprenticeship exams this school year.
15 let, 1. ročník SŠ (střední odborná škola, střední odborné učiliště - učební obor)
Turistika, příroda
Lhaní
Mgr., Teologie, Speciální učitelství
Již při žákově příchodu do třídy jsem věděl, že je dnes opět mrzutý. Když jsem se ho zeptal, jestli je vše v pořádku, ani se na mě nepodíval. Tyto výkyvy chování má častěji, ale ještě jsme bohužel nezjistili jejich příčinu. Nicméně jsem čekal až přijde i zbytek třídy a zahájil jsem výuku. Když jsem se žáka snažil vtáhnout do výuky a položil jsem mu otázku, podíval se na mě a začal ze sebe chrlit nadávky. Nadával mi a vyhrožoval, že mě zabije. Snažil jsem se ho uklidnit a mluvit na něj, ale bohužel bez úspěchu. Upozornil jsem na naše třídní pravidla a pohrozil studentovi černý puntík za jejich nedodržování. Tato strategie bohužel nepřinesla žádné ovoce. Žák vůbec nereagoval. Prohlásil ještě pár nadávek, ale poté si sedl do lavice a koukal před sebe. Naštěstí v nadávkách již během hodiny nepokračoval, tak jsem mu přestal věnovat celou svou pozornost. Seděl tiše v lavici. Na konci hodiny již zase spolupracoval a kdybych nevěděl, že incident proběhl, tak bych to na něm nepoznal.
Tento žák to v životě bohužel neměl vůbec jednoduché. Jak je zřejmé, rodiče tohoto žáka nebyli schopni řádné výchovy, a proto byl umístěn do instituce. Důvody jsou ale velmi extrémní. Matka pravidelně užívala omamné látky a otec žáka rodinu doma týral a bil. Aktuálně je dokonce ve vězení za vraždu. S největší pravděpodobností se jedná o důvod, proč žák nerespektuje autority.
Když k incidentu došlo snažil jsem se v každém případě zachovat klid a s žákem komunikovat. Pokládal jsem mu otázky typu „Co se děje?
Z krátkodobého hlediska bylo řešení tohoto incidentu úspěšné. Žáka se podařilo uklidnit a v dalších vyučovacích hodinách již spolupracoval a dával pozor. Snažím se do budoucna nejen tohoto žáka i dostatečně chválit, aby byl za dobré chování odměněn. Po prvním incidentu se žákovo chování několik dní neopakovalo. Z dlouhodobého hlediska se jeho chování bohužel nezlepšilo. Naopak. „Záchvaty