reflection;
1)One time I used the redirection response was in science class when we were learning how to fill out science lab books. After the first assignment I was very disappointed in the minimal answers and thought that the students put into their work. When I handed them back I was apologetic to them about the misunderstanding we had between us. I explained, using modeling, that their assignments needed to be more complete and thorough. We worked through the assignment together and I explained that I would not hold the poor grades against them as this was a learning experience. I showed them exactly what was expected. Overall the lab books were turned in with much improved results. I think the response worked because none of them felt they were 'bad' or had done very poorly on the task-they were given another chance. This worked for most of the students who were at least minimally motivated to do school. I think it gave hope that they could do better to improve themselves and their grades.

2)For the negative result I am thinking of student that we have been trying to reach all year. He is habitually truant. He has missed more than half of the school days so far. All four responses have been used to no avail. The neighborhood police officer now stops by his apartment to bring him in but he rarely show more than 2 or 3 days in a row. He is a smart kid but obviously involved in outside activities that hold more power over him than the desire for an education. It is saddening and frustrating to see him making choices that are unhealthy. In the beginning of the year I would pull him aside and congratulate him when he was there on time -or at all-but the result was the same. We talked to him about other consequences that he might incur. Nothing. I am not one to give up, but I don't know how I would do anything different the 'next time'. I don't know,