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a) Buddy system for students who are considering dropping out. In their spare time, students who are on the edge would hang out with a student who was in the same situation but managed to find the power to continue to go to school. This exchange could be of great benefit.

b) Feedback on papers rather than grades. This way, students at risk will notice that everyone, even the best students get some feedback and recommendation on their work. Also, graded papers should be announced beforehand.

c) Flipped classroom: once per week, students take control of the classroom and teach a subject that is of their interest. Teachers can help with lesson planning and design and this way even the unmotivated students are pushed to the front by talking about something they enjoy and like.

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A) Underage: Call parents and find out if it's a family situation that is stopping the st from attending school. Adult: Call st and find out why he or she hasn't come to class. Praise st about the work they have done in class and encourage him or her to return. If it's an academic issue, provide additional tools to enhance sts' outcomes and show that learning another language can be easy.

B) Find out why the st is presenting low performance. Provide additional tools, such as YouTube videos, websites to practice, work with a classmate that can help him or her, etc.

C) Find the reason why the st is demotivated. Allow sts to talk and make mistakes, focusing on communication rather than on accuracy. Additionally, sts can use gamification in order to encourage them to learn and have fun. This will allow sts to create confidence and socialize with other sts.

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Strategies

a) having permanent communication with students and showing them interest about their process and life, so they can feel appreciated and cared.

b) partner companionship, sometimes they feel more confident with other students thank with the teacher, so we can assign some tutors to the ones that have a low performance.

c) Encouraging them to “make mistakes”, when they participate in class and make a mistake, we can highlight their bravery and explain that because of them, many other students could solve a doubt they might have as well.

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Manny and team
Follow up situation 1
We should follow up on them by calling them and their parents. Also the classmates should be encouraged to communicate and encourage them to come to class.

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Personable teachers can relate to students and build rapport.
Discuss the importance of foreign language acquisition like connecting with people from other cultures, the job market, and obtaining information that is available to people who speak other languages.

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Besides the usual text chain, pair-up students with different levels to have short supervised online conversations. The teacher might wanna give them some topics to get them started. The constant interaction may level up failing students and finally get some concepts of the language understood.

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A) Call them and figure out what's going on and ask them to come one more time.
B) Meet with them. Explain the issue and design an improvement pan together.
C) Discover what motivates them in their lives and use this to promote their natural participation in the classroom.

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A) Communicating the situation to administrative staff is key, they can share contact information to call them or send them emails to keep on track on why they’re dropping out.
B) Ask students for additional effort to improve their skills.
C) Working in small teams to encourage peer support and self confidence.

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Manny and team
Guided autonomous work situation 2
Students who are on the  the brink of desertion should be given specific tasks to be carried out individually, parents should get involved in the assurance that work gets done. The should monitor progress on a regular bases.

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For unmotivated adults, you have to talk to them privately first. They may have some personal reasons for their low level of motivation. Teachers may also want to review how dynamic their classes are and how they are using student-centered activities to keep their students motivated.

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A). Needs analysis for designing the lessons according to how the students find it easy to learn and what sort of things motivate them to show up. The reason they provide on the first day could serve us later on their learning process to remind them of their drive to learn and keep on with the process.
B). TUTORING for students with difficulties so they can identify and work on their flaws, building new learning strategies.  Team groups so students discover and develop a role in their small community and feel backed up by their partners.
C).  ACTIVE LEARNING for those students who don't feel comfortable participating in front of their classmates. Activities based on gaming and projects in which students can have a voice and express their ideas.

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Manny and team
Brotherhood, situation 3
The should be encouraged to fraternize after school and do extracurricular activities to practice English and to develop meaningful healthy relationships aimed at emotional wellness.