1. The Do Nothing
This PowerPoint has been developed from information gained on the website. It contains excellent advice on dealing with over 117 ways students find to divert teacher management away from their primary concern of teaching and learning.
The link to the ‘Do Nothing’ is

2. The Do Nothing Behaviour:
Teacher feels that he/she is failing because of constant do-nothing response from this student.
Teacher is put under a great deal of pressure.
Other students try to get by without finishing assignments.
Teacher is forced to restructure the program of class work that has been set up.
Whole class is slowed down.
Special attention will be required for this student if any motivation is ultimately to occur.
Classmates feel resentful because they feel the do-nothing student is getting away with a lot.
Behaviour:
Specific attitudes and actions of this child at home and/or at school.

3. The Do Nothing Effects:
How behaviour affects teachers, classmates, and parents in the school learning environment and the home family situation.
Both teacher and classmates feel insulted and alienated.
Learning situation is constantly delayed and interrupted.
Fights and arguments are usually started by this student's behaviour.
Everybody's time is wasted.
Others may be shocked and offended by the bad language.
Some classmates may purposely get this student started-and then keep him/her going.
Classmates-especially serious students-don't want the smartmouth around.

4. The Do Nothing
Primary Causes of Misbehavior
Self-Confidence This student, for some reason, does not deal very well with him/herself. Then, he/she gets deeper and deeper in trouble because of the choice to do nothing.
Primary Needs Being Revealed
Escape from Pain This student may be getting so much pressure from parents or dominating peers that he/she feels completely unable to measure up to expectations. The pain of "I can't be what they want me to be" leads to lowered expectations on the student's part and do-nothing behavior.
Secondary Needs Being Revealed
Aggression This student needs to learn to assert him/herself and find out what he/she really can do.
Inquisitiveness The student needs to experience the excitement of a good learning situation.
Achievement The student needs to be involved somehow and to feel success in classroom activities.
Action:
Identify causes of misbehaviour. Pinpoint student needs being revealed. Employ specific methods, procedures, and techniques at school and at home for getting the child to modify or change his/her behaviour.

5. The Do Nothing More Action:
Organize the school day for this student so that he/she can work on one thing at a time clearly and directly. This may mean a cooperative effort with other teachers.
Give this student as much positive reinforcement as possible.
Find the student's personal interests and use them as a catalyst to create self-motivation.
Talk to the student alone frequently. Check the progress of work continuously. Remember, he/she may have had pressure in the past "up to a point"-and may believe a teacher will give up and quit in a short period of time.
Formulate realistic goals with the student-goals which can be accomplished. However, he/she must help establish any goal.
If you feel it is in order, talk with nurse or counselor about a physical examination for this student.
Remember, the feeling of being a do-nothing is very real to this student. Don't tell the student, "I know you can do it." You must deal honestly with what he/she is feeling.
More Action:
Identify causes of misbehaviour. Pinpoint student needs being revealed. Employ specific methods, procedures, and techniques at school and at home for getting the child to modify or change his/her behaviour.
Seek help from support staff immediately.
Call parents for a conference. If this conference effects no change, call a second conference with support staff, parents, and child. This helps the child to see the efforts adults are making on his/her behalf.
Create a verbal or written agreement with this student to help create a stepping-stone to real progress and self-motivation.

6. The Do Nothing Teacher Mistakes:
Common misjudgments and errors in managing the child which may perpetuate or intensify the problem.
Taking the behaviour of the do-nothing student personally, and allowing personality clashes to occur.
Refusing to investigate new avenues of learning the material which would be more exciting and challenging to this student.
Failing to realize that this student simply is not aware of what is expected of him/her.
Constantly nagging, and inadvertently reinforcing do-nothing behaviour.
Making a public issue out of this student's behaviour-especially in front of the class.
Assuming that the student is unable to do classroom tasks.