Running Head: SOMETIMES AUTONOMY IS A STUDENT’S WORST ENEMY
Meet ninth grade Tyler
: stands no more than 4’8” tan, scruffy hair, baby face with
deep brown hair. The standard attire is big baggy shorts or skinny jeans and skater shoes.He wears a hemp necklace or two and an oversized hockey jersey. He has a constant smirk,
showing a contagious smile. He greets me my last hour of the day, “Hello Miss, how’s it goin?” as he saunters into class a good minute or two after the
I want tolike this student, I want to see him succeed, but goodness, he knows how to push everybutton there is from his quiet, studious peer to the right of him to his sophomore buddyAllen that also failed English 9 and is now repeating; Tyler wants to be liked, but only somuch. He wants to be a rebel, because in my opinion, it is all he can control.I picked this student because he is the student that is the epitome of the word
often, rude always, yet somehow likable, aggressive at times, but can besweet, and desperately apathetic. And, Tyler is smart. He is selling himself short as astudent and his own autonomy, his deep desire to do things his own way, creates an affect that is a failure in public education. I have tried many of the strategies Eric Anderman andLynley Hicks Anderman (2010) discuss in our textbook
We arealready out of school, so I cannot employ any more of the concepts discussed, but Icertainly can discuss what most definitely did not work, and what did.The motivation strategies in particular I did this school year with Tyler are thefollowing:1.
Choices of where to work 4.
Peer pressure/involvement of peers in behavior management