1. This PowerPoint has been developed from information gained on the http://www.disciplinehelp.com/ 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.http://www.disciplinehelp.com/

2. Behaviour: Specific attitudes and actions of this child at home and/or at school. Seems to shy away from everything and everyone. Easy to identify; even a classroom visitor can pick out the loner during first observation. Walks alone in the halls. Always extremely quiet. Shuns participation of any kind with others. May be a good or poor student. Seems to "crawl" in and out of classroom unnoticed by classmates and teacher alike. May pass from year to year unnoticed.

3. Effects: How behavior affects teachers, classmates, and parents in the school learning environment and the home family situation. No one is bothered by this behavior. However, when others do notice, they think something is wrong. Teacher may feel sorry for this student. Teacher may feel very frustrated. Teacher may ignore the behavior.

4. 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. Self-Confidence Self-Confidence Care must be taken in assuming that lack of self- confidence is the cause of the behavior. While some loners do lack self-confidence, others have a great deal. Primary Needs Being Revealed Escape from Pain Escape from Pain This student may feel inferior to others. Secondary Needs Being Revealed Affiliation Affiliation This student may need to develop a close friendship with a peer. Status Status Many of these students will continue to be loners, but they might like to receive recognition of their existence.

5. More action Before you decide on any tactic that will involve the loner in class activities, observe him/her closely for several days. During the observation period, "go slowly" and speak to the student quietly. Remember that this child is not an extrovert. When you involve him/her with classmates, pick quiet students and quiet activities. Placing the loner with extroverts will only make him/her more withdrawn. Proceed quietly and slowly. When the student finds the people and situations with which he/she feels comfortable, he/she will begin to "come out of the shell." Discuss this student with your counselor and administrator in case professional help is needed. Don't jump to conclusions. This student may be fine. The loner can do what most kids can't do-be with him/herself. Set aside a special time each day to think about how to reach and give attention to your timid, quiet students. A good time to do this might be on the drive to or from school, or those first few minutes after students are dismissed.

6. Teacher Mistakes: Common misjudgments and errors in managing the child which may perpetuate or intensify the problem. Overlooking the loner from day to day-and then from year to year-because we have so many other things to do and because this student isn't troublesome. We may not even remember the student's name two weeks after the grade or course is completed. This is a tragedy. Approaching the loner too quickly or with the wrong technique. A desire to be alone is a personality characteristic of long standing. Singling out this student in the presence of other children. Telling other children about this student or urging classmates to "help" him/her. They already know the loner's desire to be alone, and the loner will be quick to realize what you have done-and resent it. At this time, the student might not want to be with anyone even though he/she may need to be. Overreacting. Remember, this student may just enjoy solitude.