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Three days and already refused work.
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<blockquote data-quote="Marguerite" data-source="post: 73717" data-attributes="member: 1991"><p>Kjs, this isn't about compliance, this isn't about motivation. There is something else that is bothering him about this, BIG time, and it's also not a recent issue. </p><p></p><p>The number of sentences isn't what bothers him. It's something else and this is only a symptom. If this isn't resolved (and by that I mean UNDERSTOOD, not "fixed") then there will be much bigger problems in apparently unrelated areas, later on.</p><p></p><p>This is not about a kid being naughty or deliberately difficult. He is phobic about something and he can't identify it. There is something seriously mismatched about the way he operates mentally. He has done well academically because the way he thinks has worked for him, so far. But it is apparently incompatible with this exercise - he either needs to find an alternative way to work, mentally, or be given a different way to handle this exercise.</p><p></p><p>He needs help, not discipline or punishment. Not even positive motivation will help here - he already IS positively motivated. He wants to do well.</p><p></p><p>If this keeps getting pushed without any alternative (lateral thinking) put in place to help him, then he will shut down and become "stubborn" and pretend he's just not caring about it - and his reaction to the news about this class shows he DOES care, very much. But youthful bravado which he's observed has taught him to pretend not to care when people are getting angry with him, especially if he can't understand this about himself.</p><p></p><p>I know this is an honors class, but he comes into the category of gifted-learning disabled. He still needs support - not to achieve academically, but to find a connection between the left hand thread of his brain and the right hand thread of the lessons. Just because he is gifted doesn't mean he can't have support, an IEP, 504 or whatever you can get. Crikey, we're more backward educationally in Australia, and WE can get help for our gifted kids - a young colleague from difficult child 3's drama class is autistic (much more severe than difficult child 3 - really saying something) and he goes to a Selective High School - it sounds like your difficult child's honors class, only in this case the whole school is for gifted kids who have passed some very high standard tests to get in. And this boy has a full-time aide as well as a lot of supports in place. My easy child went to this school, it was a reason she did brilliantly in her graduation.</p><p></p><p>So if OUR kids down under can get help, surely your really terrific kid can get help too? This is a long-term problem, it can't be solved by force or heavy-handed tactics, or threats, or punishment. The school needs to shift their mental gears and HELP this kid!</p><p></p><p>I'm really concerned for him, and for you.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 73717, member: 1991"] Kjs, this isn't about compliance, this isn't about motivation. There is something else that is bothering him about this, BIG time, and it's also not a recent issue. The number of sentences isn't what bothers him. It's something else and this is only a symptom. If this isn't resolved (and by that I mean UNDERSTOOD, not "fixed") then there will be much bigger problems in apparently unrelated areas, later on. This is not about a kid being naughty or deliberately difficult. He is phobic about something and he can't identify it. There is something seriously mismatched about the way he operates mentally. He has done well academically because the way he thinks has worked for him, so far. But it is apparently incompatible with this exercise - he either needs to find an alternative way to work, mentally, or be given a different way to handle this exercise. He needs help, not discipline or punishment. Not even positive motivation will help here - he already IS positively motivated. He wants to do well. If this keeps getting pushed without any alternative (lateral thinking) put in place to help him, then he will shut down and become "stubborn" and pretend he's just not caring about it - and his reaction to the news about this class shows he DOES care, very much. But youthful bravado which he's observed has taught him to pretend not to care when people are getting angry with him, especially if he can't understand this about himself. I know this is an honors class, but he comes into the category of gifted-learning disabled. He still needs support - not to achieve academically, but to find a connection between the left hand thread of his brain and the right hand thread of the lessons. Just because he is gifted doesn't mean he can't have support, an IEP, 504 or whatever you can get. Crikey, we're more backward educationally in Australia, and WE can get help for our gifted kids - a young colleague from difficult child 3's drama class is autistic (much more severe than difficult child 3 - really saying something) and he goes to a Selective High School - it sounds like your difficult child's honors class, only in this case the whole school is for gifted kids who have passed some very high standard tests to get in. And this boy has a full-time aide as well as a lot of supports in place. My easy child went to this school, it was a reason she did brilliantly in her graduation. So if OUR kids down under can get help, surely your really terrific kid can get help too? This is a long-term problem, it can't be solved by force or heavy-handed tactics, or threats, or punishment. The school needs to shift their mental gears and HELP this kid! I'm really concerned for him, and for you. Marg [/QUOTE]
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