Home | How It Works | Stats Login | Register         Case: On the fence student I have a student who one day can be a perfect angel and then the next day a teacher's worse dream. This student takes medication for ADHD and without it he is a class disruption and very disrespectful. The days that he takes his medication it is the exact opposite. He does his work and and does not hinder others from doing theirs. I have contacted his mother, but she said she cannot do anything with him. He is a smart student but the days he does not do his assignments is beginning to affect his grades. It is also hard for me because I want to distance myself from the student due to the fact I do not know which personality I will get that day. I have talked to the principals about this student and they continue to tell me to work with the student. We have had numerous talks about his grades and behavior, but it seems as if they are not working. What should I do. Solution: (Rates are posted for this solution!) I have a student in my class this year who has similarities with your student. My student has a problem with authority, no matter who is giving her the command to do something. This student has had anger problems since she started pre-k (she is now in 2nd grade). Some of her behaviors are balling up papers when she does not want to complete them, throwing things, growling, knocking things over, and slamming things down- all because she refuses to to do what you have asked her to do. When you try to talk to her after she has a meltdown, she will not talk. She completely shuts down. So, this year, my school's counselor has started a program called Check-In/Check-Out with students who have been identified has behavioral students from the past. The counselor has come up with two specific goals for my student, and she has to meet those two goals daily with a passing percentage. She goes to another teacher/educator to check-in and check-out every day, and this educator talks about the two goals she has to work on meeting. My student can earn a 2 (meets the goal), and 1 (halfway meets the goal), or a 0 (does not meet the goal). If she meets those goals with 80% for two weeks straight, then she is rewarded (sweet tea on a Friday, eating lunch with her teacher, eating lunch in the classroom with a friend, being the teacher's helper for the day, etc.). Since the counselor has started this program (my student has been participating in it for a little over a month now), her behaviors and meltdowns have almost completely disappeared. She went from having one or two meltdowns a day to only having two in a span of 6 weeks. This Check-In/Check-Out system has been my saving grace with this particular student because it makes her accountable for her very own actions, and she has something to work towards. I have come to realize that this student is a sweet student, and a very smart student. I enjoy listening to her solve problems and answer questions.