We've just started back for the year, and I've had a week with my new classes. While I'm used to teaching kids with learning difficulties and those from 'at-risk' backgrounds, I have a new student in my Year 11 class this year that I have no idea how to approach. He's grown up in a commune overseas, and was removed earlier this year from his
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Explain the situation to the administration and put your foot down that this is an impossbile situation and that there´s no way to set regular goals. In this setting you won´t be able to give him the instruction he needs and language-wise he basically functions on a kindergarten level.
Also, there are you other students to consider. If this student takes too much of your time (which, let´s face it, he will, considering his massive issues) the rest of the class is going to suffer from it. So in the end it´ll feel like you haven´t accomplished any of the goals you´ve set yourself.
I´m sorry if it´s strong worded, but sometimes I feel teachers are expected to magically solve whatever problem that´s been dropped in their classroom.
Although I´d like to stress that my heart goes out to that boy who must has had such a traumatic experience and needs and deserves specialized care.
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Everything in this comment is what I was trying to come up with to say.
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I've called the grandparents and suggested that they come up to the school and work with the STLA to set a program in place at home, and I've been requesting itinerant behaviour support and the possibility of mental health funding, but this is all in the hands of the executive at the moment, and really, I can't do anything else but fill out progress reports when they send them.
He comes in to school each day with no books and no pens. I guess I just keep reminding the executive that he's there.
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I would have a pen and notebook for him everyday and just be there for him. Ignore all the crap and say good morning to him everyday. I think if you are consistent he may warm up just a bit and take an interest...
Good luck. Wow this is hard
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