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Didn't do as well today
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<blockquote data-quote="Marguerite" data-source="post: 382771" data-attributes="member: 1991"><p>You're already seeing that he needs flexibility, love and compassion. If he's not getting that at school, he will respond to inflexibility with inflexibility in turn.</p><p></p><p>You keep making notes of what works and what doesn't, then when you have got it worked out, communicate this with the school. Better still, begin a communication book with the school. Ask for a teacher meeting and set it up. Let them know what is working for you. There could be other problems at school (there were for us) which involved a much more heightened level of anxiety coupled with a much more distracting environment. The most supportive, understanding teacher in the world was not enough to help difficult child 3 get his work done. It was only switching to correspondence that helped difficult child 3 complete his schoolwork quota. Given the homework battles we had had, I was concerned this would be a disaster. But it has turned out that during school hours during the day, difficult child 3 will work at home, and work better than he used to in a classroom. He still argues over homework outside school hours, but I use a lot of bribes too (I call a spade a spade). A good bribe is the promise of time with me, playing computer games together. I currently owe him two hours' gaming time (maybe this afternoon!).</p><p></p><p>You are making marvellous progress!</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 382771, member: 1991"] You're already seeing that he needs flexibility, love and compassion. If he's not getting that at school, he will respond to inflexibility with inflexibility in turn. You keep making notes of what works and what doesn't, then when you have got it worked out, communicate this with the school. Better still, begin a communication book with the school. Ask for a teacher meeting and set it up. Let them know what is working for you. There could be other problems at school (there were for us) which involved a much more heightened level of anxiety coupled with a much more distracting environment. The most supportive, understanding teacher in the world was not enough to help difficult child 3 get his work done. It was only switching to correspondence that helped difficult child 3 complete his schoolwork quota. Given the homework battles we had had, I was concerned this would be a disaster. But it has turned out that during school hours during the day, difficult child 3 will work at home, and work better than he used to in a classroom. He still argues over homework outside school hours, but I use a lot of bribes too (I call a spade a spade). A good bribe is the promise of time with me, playing computer games together. I currently owe him two hours' gaming time (maybe this afternoon!). You are making marvellous progress! Marg [/QUOTE]
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