1. Dianna, Kelli, Leanne, Maddi, Narelle, Sam and Yvette

2. A case study  Tessa will not work  She’s a quiet and docile child but doesn’t socialise very much with other students  She never disrupts the class  Despite her best efforts, she rarely completes tasks and really doesn’t seem to care  Quite simply, she’s just not putting in any effort! How would you deal with this pupil in a “Thomas Gordon” fashion? Modified from example in Charles (1996), p. 180

3.  Teacher owns the problem  Don’t try to force her to complete the assignments  Use I-messages to convey teacher concern to Tessa  Encourage Tessa to talk about assignments; use active listening skills as she does so; ask her how you can help.  Engage in a collaborative problem solving exploration of why she doesn’t work. Does she have suggestions?  Use I messages to convey to the entire class how everyone complete s the work expected of them in school, without singling out Tessa The following sequence is suggested

4. References  C M Charles (1996). Building Classroom Discipline 5 th Edition, Longman, White Plains, New York