"The student's homework included a short writing assignment and a longer 1-page assignment with no due date as yet. We read and annotated some of the reading for the short assignment, which was beneficial because there were economic concepts that the student needed to process for quite a bit before he understood them. We discussed standards and expectations again, and this time I had the student rate himself on a scale of 1 to 10, 1 being an F student and 10 being valedictorian. He rated himself a 7-8, which he said he based on comparing himself to his peers. I expected this, which is why I had him do it, because the student needs to understand his performance, and he needs to raise his own personal standards and expectations and make a plan to meet them. I showed him why his actual performance is about a 3-4 (tactfully, of course). I followed this by telling him he is capable of much more, and has the ability to achieve whatever he sets out to achieve. This led to a conversation about how to integrate homework into his life as a standard practice rather than an afterthought or something he squeezes in between his "real life" activities. We discussed "work/life balance" and how to create a schedule that allowed him to work and play and get his obligations taken care of. (I showed him the TV commercial about parents who don't take their accrued vacation days as an example of people who don't have a good work/life balance.) Finally I showed him a new website I'd found for studying math, which we will trial for about 30 days. It is more interactive than other sites, and it has him work problems for every topic he will encounter in this year's math program. If he misses the problem, an instant explanation appears that is very thorough and easy to understand. I have high hopes for this program, which I think will work if I can convince him to actually use it."