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

Non-directive Intervention Theories – a case studyDianna, Kelli, Leanne, Maddi,Narelle, Sam and Yvette

A case study

Tessa will not workShe’s a quiet and docile child but doesn’t

socialise very much with other students

She never disrupts the classDespite 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

Teacher owns the problemDon’t try to force her to complete the assignmentsUse I-messages to convey teacher concern to TessaEncourage 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

References C M Charles (1996). Building Classroom Discipline 5th Edition,

Longman, White Plains, New York