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. Skips class and school. May not come at all, or may leave in the middle of the day. Skips frequently. May skip with or without parents' knowledge. If parents know, they may not be concerned. Some parents support student absence. The child may be wanted or needed at home, or parents may see no value in school. Probably sees little need to attend school. Concerned only with own interests. Probably not a happy child. May have friends who are older students. Does not have friends in own age group or programs in school to identify with.

3. Teacher feels hostile when no action is taken. Teacher feels the truant is a thorn in his/her side- and a hindrance to what he/she is trying to do. Teacher must spend time reteaching and bringing the truant up to date. Teacher must also spend time with record keeping- and feels it's wasted time. Classmates do not include this student or make him/her feel part of the class. Teacher believes he/she has nothing in common with this student-and that there's nothing he/she can do for the truant. Effects: How behaviour affects teachers, classmates, and parents in the school learning environment and the home family situation.

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. Primary Causes of Misbehaviour Self-Confidence Self-Confidence This student lacks the self-confidence to meet his/her responsibilities. Primary Needs Being Revealed Sex/Sexuality Sex/Sexuality This student may be experiencing a great deal of anger over the inability to establish positive relationships. Escape from Pain This student may be experiencing failure at home and at school. He/she may find these experiences very painful. Secondary Needs Being Revealed Escape from Pain Gregariousness Gregariousness This student may have a strong need to be included in a group-any group. Achievement This person needs to achieve success in some school activity. Autonomy This student needs some control over and responsibility for his/her life. Achievement Autonomy

5. More Action Recognize that a parent conference is an absolute necessity. You must solicit home support. Likewise, discuss the problem with the student's other teachers and with former teachers. Find a need in this student that can be met through school. Try to find something worthwhile for this student to do. When a student is truant, it's wise to ask, "What do you think you should do?" Then ask, "What will you gain and what will you lose by not coming to class?" This student usually knows the down side of being truant. However, it takes time to get him/her to talk. Above all, if a student says he/she is going to skip class or quit school, never say, "You can't." In reality, if this student wants to do these things, he/she will.

6. Remember, the first concern is to get the student to improve his/her attendance, and thus begin to improve academic achievements. Recognize that your responsibility is to help the student do three things: think objectively about the short and the long term, see the pros and cons of his/her actions, and accept the responsibility for his/her own decisions. Remember two facts: Arguing with the truant is pointless, and the student can return to school if he/she desires. Therefore, don't close any doors-and make sure the student knows you want him/her in school. Attempt to discover whether there is anything the school is doing to drive this student away. More Action

7. Teacher Mistakes: Common misjudgements and errors in managing the child which may perpetuate or intensify the problem. Making an issue out of truancy when the student returns to class. Failing to be really interested in the truant child. Placing too much emphasis on missed work. Marking the student as a failure. Failing to counsel when the first signs of truancy appear. Failing to consult with colleagues to seek help in working with this student. Feeling that this is the student's problem, not the teacher's.

8. Giving up attempts to solve the problem after a certain point. Allowing ourselves to fall into the habit of getting to class late, taking students to lunch late or bringing them back late, being late to assemblies, or allowing students to go late to special teachers. Doing so may cause students to feel we are part of the reason for disciplinary and other problems. We must respect the fact that what we do affects others. Failing to see that regularly beginning class on time may help late arrivers get to classes on time. Creating inconsistent rules for admittance to class. Failing to make a clear definition of our expectations regarding when students should arrive. Continually ignoring the student's lateness. Doing so may impair our position with other students. Teacher Mistakes: