Why does she need sleep? What's going on in her home life? There is a reason she's sleeping. What is it? What do her parents say? Has she seen a counselor? Maybe she's ill or just doesn't give a shit. Her welfare is primary here. I think there's a lot to be done here.
Perhaps. However, this behavior is consistent throughout all her classes, and each of her teachers has contacted her parents. We're mandated child reporters, but no one has found reasonable evidence that this kid is being neglected. As far as I can tell, she's massively demotivated, stays up late on her phone, and none of us have cracked the code on what gets her interested in trying. She meets with the counselor frequently.
I think you're right to be concerned about Jenny, and there's always something more you can do. As far as we can tell there's nothing wrong with her medically, and while I absolutely agree I would love to find something for her to do, it seems within the context of seeing the counselor, and one on one conversations with her teachers, we haven't figured out what makes her tick.
I think part of what I was getting across in the article is that sometimes you don't always figure it out. And with the title, I also tried to pose the question what's a reasonable amount of time and effort you put into one kid when you teach 150 of them? With unlimited resources and time, I agree, we could probably figure out Jenny and help her make some progress. however, unlimited resources and time is not a realistic paradigm.
Not sure. She is in standard gen ed classes, and she does not have a IEP...and I work in a school where about half the student body has an IEP. As far as I can tell, this is an instance of a truly unmotivated kid. All her teachers have identified that she is intellectually capable - can read and write.
Seems to be a case where she needs to decide whether she's going to try or not. Could be worth a look though, who knows.
Neurodivergence is unrelated to IQ. Many neurodivergent kids go undiagnosed and don't receive IEPs because their test scores are high, and they show great cognitive capacity when they're actually interested. Her parents could be neurodivergent as well, and not clued in enough to realize that her complete failure to engage is a big big problem.
No advice, just commiseration. I get some of these sleepers in my program at community college, and I can't get them engaged either. They will keep failing until they decide to wake up.
Bless you for taking the next step with Jenny and asking her instead of telling and threatening. Her confusion indicates that's a new tactic for her. You've got 20 other kids in that class, and probably 5 more just like it. You might not be able to open her door, but at least you got her to raise the window shade. Keep us posted, ok?
Fellow teacher here. As I read some of the comments here, I am reminded that what you're doing here is courageous...sharing your educator stories, that is. Thank you.
You have responsibility for the whole class. When you devote so much time and effort to one child you are inevitably shortchanging the others. Fail her.
I taught at public schools in South Africa. To combat the number of students failing, the passing grade was lowered to 30%, which didn't really matter because even if a student got less than that, we still had to push them through regardless.
We've got to keep trying, but at the same time, we can't do it for them...
Couldn't agree more. I actually think the low standards hurt our public schools more than they help them.
What if a high school degree meant something? What if it was true recognition of accomplishing something difficult? I wonder how that would transform public education.
Why does she need sleep? What's going on in her home life? There is a reason she's sleeping. What is it? What do her parents say? Has she seen a counselor? Maybe she's ill or just doesn't give a shit. Her welfare is primary here. I think there's a lot to be done here.
Perhaps. However, this behavior is consistent throughout all her classes, and each of her teachers has contacted her parents. We're mandated child reporters, but no one has found reasonable evidence that this kid is being neglected. As far as I can tell, she's massively demotivated, stays up late on her phone, and none of us have cracked the code on what gets her interested in trying. She meets with the counselor frequently.
More things:
Has she gone to a medical dr.?
Find something she likes to do.
Has the counselor given you any advice?
I'm concerned about Jenny.
I think you're right to be concerned about Jenny, and there's always something more you can do. As far as we can tell there's nothing wrong with her medically, and while I absolutely agree I would love to find something for her to do, it seems within the context of seeing the counselor, and one on one conversations with her teachers, we haven't figured out what makes her tick.
I think part of what I was getting across in the article is that sometimes you don't always figure it out. And with the title, I also tried to pose the question what's a reasonable amount of time and effort you put into one kid when you teach 150 of them? With unlimited resources and time, I agree, we could probably figure out Jenny and help her make some progress. however, unlimited resources and time is not a realistic paradigm.
She could be neurodivergent. Atypical or nonexistent circadian rhythms are a sign. Have her parents had her evaluated?
Not sure. She is in standard gen ed classes, and she does not have a IEP...and I work in a school where about half the student body has an IEP. As far as I can tell, this is an instance of a truly unmotivated kid. All her teachers have identified that she is intellectually capable - can read and write.
Seems to be a case where she needs to decide whether she's going to try or not. Could be worth a look though, who knows.
Neurodivergence is unrelated to IQ. Many neurodivergent kids go undiagnosed and don't receive IEPs because their test scores are high, and they show great cognitive capacity when they're actually interested. Her parents could be neurodivergent as well, and not clued in enough to realize that her complete failure to engage is a big big problem.
No advice, just commiseration. I get some of these sleepers in my program at community college, and I can't get them engaged either. They will keep failing until they decide to wake up.
Bless you for taking the next step with Jenny and asking her instead of telling and threatening. Her confusion indicates that's a new tactic for her. You've got 20 other kids in that class, and probably 5 more just like it. You might not be able to open her door, but at least you got her to raise the window shade. Keep us posted, ok?
Will do. Always curious to see how a new tactic shakes out with a kid. I don't kep my hopes high, but I keep my curiosity open.
Fellow teacher here. As I read some of the comments here, I am reminded that what you're doing here is courageous...sharing your educator stories, that is. Thank you.
Really appreciate that!
My best friend was the sleepyhead of our class 😭. I didn't know what to do with him, let alone my teachers.
Haha, I empathize. I was the sleepster of my grade when I was in high school. I think think the universe is just serving me up some karma.
You have responsibility for the whole class. When you devote so much time and effort to one child you are inevitably shortchanging the others. Fail her.
Oh she's failing. My hope is the quiet conversations in between can change that course. So far no luck though
This is such a great way to explain 'the situation' to a high schooler. The best motivation is internal motivation. Thanks for sharing
Couldn't agree more. The kids are the ones who have already decided they want to be there.
Keep us posted on "Jenny"!
Will do.
Kids always want to do it later.
Lol, I always want to do it later too. Unfortunatly, I happened to learn the adult skill of learning to do something that I don't want to do.
Ah yes, the blessed life of a teacher.
I taught at public schools in South Africa. To combat the number of students failing, the passing grade was lowered to 30%, which didn't really matter because even if a student got less than that, we still had to push them through regardless.
We've got to keep trying, but at the same time, we can't do it for them...
Couldn't agree more. I actually think the low standards hurt our public schools more than they help them.
What if a high school degree meant something? What if it was true recognition of accomplishing something difficult? I wonder how that would transform public education.