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  • The teacher notices that the student is acting out in class in response to not understanding a problem being done on the board.
  • This is so frickin stupid! Who cares? We will never use it anyway!
  • Rather than respond to the misbehaviour, the teacher responds to the clear indication that the student does not understand the question nor the solution.
  • Jimmy, I get that you are frustrated by the level of difficulty of this problem. It is ok, I'll help you understand in a moment.
  • The response of the student then is to the acknowledgment of the emotion and not the behaviour. The focus shifts and the student feels heard and understood.
  • You're right, I don't get it and I don't see the point, but I think some help will be good.
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