Situation: Rob, an ESL student, had developed a reputation. During the past two terms, he tended to come to his classes late every day and turn in assignment late or didn’t do them. The quality of his work was so poor that he failed his Level 3 Writing course twice and was about to start his third time in it. It was the beginning of a new term, and as a program coordinator, I was asked for advice by Rob’s new Writing teacher about how to work with him.
In their book, Switch: How to Change Things When Change Is Hard, Chip and Dan Heath discussed an interesting approach that could help teachers redirect their ESL students like Rob. The approach is called Solutions-Focused Therapy (SFT).
I decided to try this approach with Rob when I met with him after his class. In SFT, there is an assumption that there is an exception to every problem. In Rob’s case, we assume that there was an exception to his coming to class late and doing poor work. The exception would be a class in which he had come on time and performed well. Once we can identify that class (the exception to the present problem pattern), we can analyze it like a game film of a sporting event. We can replay it to see where things were working well. What was happening? How did he behave? How did he feel?
In my meeting with Rob, we had a conversation something like this:
Me: Tell me about a class that you’ve had when you usually came on time.
Rob: I always went to Ms. Sandy’s class on time.
Me: What do you think was different about Ms. Sandy’s class?
Rob: She’s nice.
Me (Trying to get more specifics.):What did she do that was nice?
Rob: She always said hi to me when I came to class. Other teachers kind of ignored me when I arrived.
Me: That is nice. Did she do anything else that you liked?
Rob: After she told us our assignments, she often came to my desk and asked me if I understood it and if I needed any help.
Me: Did you tell her if you were confused?
Rob: Yes. And sometimes she gave me a different assignment to help me. I liked that.
Me: What did you do differently in her class from your other classes recently?
Rob: I always came to class on time. And I think I understood the assignments better and did them.
Me: How did you do in her class?
Rob: I think I did well. I passed it.
Me: Do you think that you could do the same thing that you did in Ms. Sandy’s class in your Level 3 class this term?
Rob: I think maybe I can come on time. And I can ask for help if I don’t understand.
To explore this more, I put together a four-part YouTube video series.
I asked him how he felt about it. He said that he was feeling discouraged because he really tries to be active in conversation, not only telling his ideas and opinions but also responding to and including other. So he 
