We had a pupil here about a year ago. The student never excelled. She mostly had threes and fours, but whenever she needed to, she was able to pull it off with ones. However, she didn't go to school much, so she didn't have many friends and she often missed class notes. And there were problems with those notes. When she got to school, she told her classmates to let her copy the notebooks. She never asked and expected it as a given. So the others didn't like her very much. They thought it wasn't fair that they had to go to school and write everything down honestly, and she came every once in a while and just wanted to copy the lessons. After a while, they stopped lending her notebooks and no one bothered with the student. Žačka was no slouch, so she argued with them. During class, she made excuses that she had nothing to study because her classmates didn't want to let her copy notebooks.
The student was a truant and the rest of the class didn't like it.
Failure to meet school obligations/unpreparedness for classes, Attendance problems
Once during a classroom lesson, when the student was at school, I asked the students what was going on in their class. The students explained everything to me. I told them to say it to each other, so for the rest of the lesson the student discussed their problem with the rest of the class. As I said before, the student was no slouch, so she was not afraid and did not keep silent. At first, everyone argued. The student thought she was right, and the class thought they were right.
Working with the collective
In the end, they agreed that the student would try to go to school as often as possible, and if by chance she didn't have any notes, she would talk more politely about them. By the end of the quarter they were friends, so the whole situation was resolved. I just introduced them in class, and the students said the rest themselves.
19 let, 4. ročník (SŠ)
Poslech hudby, zpěv, nakupování
Vysokoškolské
Asi před rokem jsme tady měli žačku. Žačka nikdy nevynikala. Většinou měla trojky a čtverky, ale vždy, když potřebovala, dokázala to vytáhnout i na jedničky. Do školy ovšem moc nechodila, takže neměla moc kamarádů a hodně často jí chyběly zápisky z hodin. A s těma zápiskama byly problémy. Když došla do školy, tak řekla spolužákům, aby jí dali opsat sešity. Nikdy nepoprosila a čekala to jako hotovou věc. Takže jí ostatní neměli moc rádi. Mysleli si, že není fér, když oni musí chodit do školy a vše si poctivě psát, a ona si přišla jednou za čas a učivo si chtěla jen opsat. Po čase ji přestali sešity půjčovat a s žačkou se nikdo nebavil. Žačka nebyla žádná puťka, takže se s nimi hádala. Při vyučování se vymlouvala, že se nemá z čeho učit, protože jí spolužáci nechtějí dávat opsat sešity.
Žačka byla záškolačka a zbytku třídy se to nelíbilo.
Jednou na třídnické hodině, když byla žačka ve škole, jsem se studentů zeptala, co se u nich ve třídě děje. Studenti mi vše vylíčili. Řekla jsem jim, aby si to mezi sebou vyříkali, takže ve zbytku hodiny žačka diskutovala se zbytkem třídy o jejich problému. Jak už jsem říkala, žačka nebyla žádná puťka, takže se nebála a nemlčela. Nejdříve se všichni hádali. Žačka si myslela, že je v právu, a třída si zase myslela, že pravdu mají oni.
Nakonec se domluvili, že se žačka pokusí do školy chodit co nejčastěji, a pokud náhodou nebude mít nějaké zápisky, tak si o ně řekne slušněji. Na konci čtvrťáku z nich byli kamarádi, takže se celá situace vyřešila. Já jsem je na třídnické hodině jen navedla, a zbytek si vyříkali studenti sami.