Everything worked until about March. Then it went completely wrong. So he didn't go back to the boys. He was in the village, but stopped going to school, had a lot of unexcused absences. It was also conditioned by the fact that the parents had great disagreements with each other. They then let the whole situation lie and did not deal with it. So he was a "villain."
9th grade student at elementary school, lazy, weak at school and learning, no interests. The teacher did not remember him enjoying anything in the 1st grade - not even sports. He was troubled from the 1st grade. There were no major problems with him in class. Because he was lazy and never had, could not, did not know anything in class, he was calm in class. He definitely didn't have a behavior disorder. In adolescence, of course, he talked back, but he never had to deal with any bad behavior at school, no disruptions, fights, bullying... he was very inconspicuous at school.
Attendance problems
Neither I nor the headmistress managed to convince him, nor did his parents. They didn't even answer our phone when we wanted something and so on. I've never had that happen before. The family played a very negative role in this, because from the beginning, when he was in the first grade, his parents kept making excuses for him, they always saw him as being hurt by others, children and teachers, that he was poor, that he had to defend himself and that he is the victim. But the mother admitted that she has been doing whatever she wants since she was little. At that time, she used the expression that he bullied her as a mother in the first degree. It was how he was brought up and then they didn't have much influence on him. Up until this stage, he lived with both parents, but now only with his dad because his mom moved away. We only know that from that student. We somehow didn't find out the details after that, because they didn't communicate with us - mom completely and dad sometimes reacted to something, but not much anymore. I don't even know if the student was in contact with his mother. He also had an individual education plan. But that plan is based on the fact that the school does something and the child and parents do something, and then they didn't cooperate at all and didn't even ask for an extension. They did not make an appointment for a check-up at the consulting room. He didn't have anything at the end, but we still took care of him. And when they finally ordered, they didn't tell us, so we couldn't send a link from the school there. So they did an examination on him, but without knowing the information from us. So they didn't know that he doesn't go to school and does nothing. But he got there so late that it didn't make any sense for the ninth grader anyway.
Support, Interview, Cooperation with experts
Sometimes we dealt with the child not being able to tell, or something that was being dealt with, but this was both. At first it worked perfectly, we were all amazed, and then it went to hell. He left school with 5 A's and 50 unexcused hours. He left for an apprenticeship. There it happened that they accepted him with an exception, a condition, despite the unfinished nine, which they can. The director issued his personal decision to take him. It was an easier field of study. We made concessions to him, they make concessions to him at school and he doesn't go there anyway. In the beginning it cost the parents a lot of nerves, it was a lot of work for us, because we gave him a summary of everything we wanted for him 14 days before Christmas... it turned out well, so we felt good about it, but in the final it was all completely unnecessary. But it is one case in the last many years. With us, given that we are a rural school, we don't deal with very big things.
9. třída
trávení času na počítači
Záškoláctví
Dějepis, pedagogika volného času
Vše fungovalo asi do března. Pak se to úplně zvrhlo. Nevrátil se teda za těma klukama. Byl ve vesnici, ale přestal chodit do školy, měl moc neomluvených absencí. Bylo to podmíněno i tím, že rodiče měli mezi sebou velké neshody. Ti pak celou situaci nechali ležet a neřešili ji. Takže on byl „darebáček
Student 9. třídy na ZŠ, líný, slabý na školu a na učení, bez zájmů. Učitelka si nepamatovala, že by ho na 1. stupni cokoliv bavilo – ani sport. Byl problémový už od 1. stupně. Nebyly s ním řešit žádné velké problémy v hodinách. Tím, že byl líný a nikdy nic v hodinách neměl, neuměl, nevěděl, tak byl v hodinách v klidu. Neměl rozhodně poruchu chování. V pubertě samozřejmě odmlouval, ale nikdy se nemuselo řešit, že by měl nějaké špatné chování ve škole, žádné rušení, rvačky, šikana… byl ve škole velmi nenápadný.
Nepodařilo se ani mně, ani paní ředitelce, abychom jeho ukočírovali, ani rodiče. Ti nám ani nezvedali telefon, když jsme něco chtěli a tak. Ještě nikdy se mi to tak nestalo. Rodina v tom hrála hrozně moc negativní roli, protože rodiče ze začátku, když byl na prvním stupni, tak ho pořád omlouvali, viděli to pořád tak, že jemu ubližují ostatní, děti i učitelé, že on je chudák, že se musí bránit a že on je oběť. Maminka ale přiznala, že si od mala ale dělá co chce. Tehdy použila výraz, že ji jako matku na prvním stupni šikanoval. Bylo to, jak byl vychován a pak už oni na něj neměli velký vliv. Do této fáze žil s oběma rodiči, ale teď už jenom s tatínkem, protože maminka se odstěhovala. To víme jen od toho žáka. Detaily jsme se už potom nějak nedozvěděli, protože s námi nekomunikovali - maminka úplně a tatínek tak občas na něco zareagoval, ale moc už taky ne. Nevím ani, jestli se s maminkou žák stýkal. Měl i individuální vzdělávací plán. Ten plán je ale založen na tom, že něco dělá škola a něco dítě a rodiče a ti potom už vůbec nespolupracovali a ani si nepožádali o prodloužení. Neobjednali se na kontrolu do poradny. Na konci nic neměl, ale pořád jsme na něj brali ohledy. A když se konečně objednali, tak nám to neřekli, takže jsme tam nemohli poslat vazbu ze školy. Udělali mu teda vyšetření, ale bez toho, že by věděli informace od nás. Nevěděli teda, že nechodí za školu a nic nedělá. Ale šel tam tak pozdě, že to pro tu devátou třídu stejně nemělo žádný smysl.
Někdy jsme řešili to, že si dítě nedalo říct, nebo něco, co se řešilo, ale toto bylo obojí. Nejdřív to perfektně vyšlo, všichni jsme se divili a pak to šlo do háje. Odcházel ze školy s 5 pětkami a s 50 neomluvenými hodinami. Odešel na učňák. Tam to proběhlo tak, že oni ho s výjimkou, podmínkou přijali i přes nedodělanou devítkou, což můžou. Ředitel vydal své osobní rozhodnutí, že ho vezme. Byl to jednodušší učební obor. My jsme mu dělali ústupky, na škole mu dělají ústupky a on tam stejně nechodí. Ze začátku to stálo rodiče hrozné nervy, u nás hrozné práce, protože jsme mu dělali 14 dní před Vánocemi shrnutí všeho, co jsme po něm chtěli… vyšlo to teda dobře, tak jsme z toho měli dobrý pocit, ale ve finále to bylo všechno úplně zbytečné. Je to ale jeden případ za poslední spoustu let. U nás, vzhledem k tomu, že jsme venkovská škola, neřešíme moc velké věci.