years. When he entered my class, I

years. When he entered my class, I assumed the worst.students questions, calling them by name. Unfortunately, every time I called on Tyler, heAbout a month into the year, I was still trying to connect with Tyler. I can usually getstudents involved in class discussions or at the least motivate them to sit quietly andattentively. By contrast, Tyler was just loud and offensive.He had been in so much trouble through the years. He expected his teachers to knowabout his referrals(B X) where he was sent to the office, and suspensions, where he wasgiven compulsory days to stay out of school. I had rarely found referrals to be effectivebecause students would return from the office behaving worse than before.One day, Tyler was talking while I was teaching. In the middle of the lesson, I said inthe same tone of voice, "Tyler, why don't you join in our discussion instead of having oneof your own? With that, he got up from his chair, pushed it over and yelled something.can't remember what he said other than that he included several impolite words. I sentTo this point, this was one of my worst teaching experiences. Tyler's anger wasalmost too much for me. The week Tyler was out of school was a wonderful time, and wegot a lot accomplished as a class. However, the suspension week would soon come to anend, and I was fearful of his return,On the day of Tyler's return, I stood at the door auaiting him.A spark of surprise flashed across his face.would respond with a glib(未经思考的) answer. If he got an answer wrong， he wouldTyler to the office with a discipline referral, and he received a week's out-of ·school