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MT transferred into the school about a month ago. MT is a freshman in algebra 2, so she is not surrounded by most of her peers, which has led to a bit of a delay in showing me her less studious side. It now seems as though at first there was an unknown benefit of some positive peer pressure, but I have been hearing anecdotally from other teachers about how she is behaving with the other 9th graders, who she is sidling up to, and I am now seeing those behaviors popping up in my class. I feel like she is trying very hard to find bad examples to follow, and she is starting to detract from well established class norms and trying to elicit worse behavior from others. I want her to feel connected to the culture she walked into and see the benefits of it, rather than try to, for lack of a better phrase, take others down with her.

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DA is a 5th grader and struggles to work independently or in a partnership. Whenever we start math, they say, " I hate math". DA has been very negative about school since I met them in 3rd grade.

Its been difficult to break through the negativity.

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I feel like student JF doesn't come consistently to class. When he does come he is compliant and works most of the time but can get easily distracted. He has skills and am trying to motivate him to come everyday and engage. He shared that sometimes his parents are telling him not to go to school...

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I am struggling with making DD do his math work. I constantly remind DD to do his work and I have to be next to him so he will be engaged. His attention is very short and he would use the bathroom to avoid work. He talks when I teach. He would stand at the door as if he was looking for someone. I have spoken to him so many times and he is still not taking his education seriously. I had to call his mom so that he would get his act together, but it doesn't help.

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I struggle with this student in Biology class. After providing directions. This person will ask what do they need to do. It is explained yet again, and the scenario begins again. After frustration they state they have poor memory. I beleive this is true. I just do not know how to deal with this or even discuss the topic with the parent.

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YG is constantly late to school (1-2 hours) and is not currently passing his classes due to missing assignments. I have had multiple conversations with him and his parent, but his attendance has not changed. He does not work after school but plays video games, and then is very tired when he is in class.

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AB is passing but is close to a 65. He mostly does his work but not up to his potential and has tried to use AI a few times. Lately, he seems withdrawn and I think he is abusing some vapor-like substances. I have spoken to mom about his ability to be more engaged and do better but that doesn't seem to make a difference. He has some friends in class, but is very quiet. I don't have much of a relationship with him. I worry that he has some challenges I won't be able to help with.

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KR thinks she is bad at math and says she does not want to work on learning math. She uses the algorithms and is very neat and organized, so she is able to get answers. However, she uses only counting and the algorithm to solve. For example, when adding 17 + 9, she would add 7 + 9 by counting on from 7 to get 16 and then add the ten. When she sees other students add by counting on from 9 instead of 7, then addding the ten, she doesn't really try to understand or see the point. When I or other students share the idea splitting the 9 into 3 and 6, to get 17 + 3 + 6 = 26, she also doesn't understand. I only work with her once every week or two and I am trying to build an interest in number sense and the idea that math can make sense.

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AV seems to always do the minimum. He is very quiet in class, but is chatty with friends. Any time I have a conference with him or check-in, I can't get him beyond his initial attempt, even for long term projects. He's just done. He seems to have no desire to do more even when I prompt him to think more deeply, give him supporting background information information, and outline in detail next steps to help him. It is very frustrating.

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I have students who - a group - who make the culture in the groups they’re in ‘toxic’. They operate as if they only rely on their tutors and so in class one will talk as I am teaching and one will complain about assignments or just everything- activities. I try to move them around the room at times. It’s like they bring a negativity. I actually enjoy when they are absent

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ST is so mathematically inclined but is more concerned with his social life in school. I keep trying to persuade him to focus on STEM. Complimenting ability has not been successful yet.

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I struggle with this student in geometry - she says that she likes myself and the other coteacher but she doesn't like to be in the geometry class. She is disconnected from the class because she is a 10th grader in a mostly 9th grade class and she talks a lot about wanting to be with the other 10th graders and how much she misses algebra. She says geometry makes her "depressed" and I want to be able to fix that emotion around the math happening in my classroom.

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They don't want to do any work and try to leave the room for extended periods of time. Or, they will go from table to table trying to interact with other students - and the other students don't really appreciate this. The student is on a 1st grade level, so access to the 7th grade math is difficult. They will do work only when there is one-on-one support, and the level of support needed includes opening their math book to the right page for them.

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BL is considered "smart" by teachers who have had them previously. They frequently are not on task, even when it is clear that they understand the directions. When asked if "everything is ok?" will say yes or say "why are you asking me that?" Also is frequently absent and when I attempt to talk with them about it shows serious apathy, saying "I'm always late. I always have been."

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Is continually late for class (1st period), attends maybe 1/3 of classes. Does do work when attends class. Engages with a small group, never volunteers to share full class. Does everything slowly.

Does not do homework, but will complete take-home assessments with reminders and emails home to parents. Parents say she "moves at a snails pace," and "thats just her." I am not sure if they, or she is concerned about her passing.

I feel like I care more about her grade and learning the content than she does.

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I teach in the self contained (15:1) setting for algebra I. I have a student TL who was born with a disability which impacted legs, making him less than four feet tall. TL often engages in hostile and aggressive arguments with his peers where he threatens them with physical violence. He has even gone so far are trying to punch people. The other students respond by explaining that they can’t fight him which further enrages TL. TL was held back repeatedly in elementary school resulting in him being 17 in the 9th grade. I find myself increasingly frustrated that he will not work on developing other ways to express himself. It directly impacts his own education and the education of his peers.

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I struggle to convince them that math is worth their while.

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KG does well on assessments and enjoys them. I haven't been able to connect with him though. He comes late, doesn't submit his work and is failing because of this. He is kind and seems to have friends, but I'd like him to be more successful and for him to enjoy calculus.

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CB was put into Algebra II erroneously and is struggling so badly. I don't have the time to focus on him and it makes me so sad every day. I feel like I am failing him.

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They don’t want to do any work and have to be constantly dragged to do something.  They don’t have much motivation. I have taught this person for years and have become exhausted in having to motivate them.