The title of this thread has arisen from my posts in the thread entitled: "students who ....". That thread really needs to be a catalogue of different things which students do, I think, rather than focus on my offering, students who become inattentive. I have numerous experiences with different students (school-age, 5 -16) where they become uncomfortable with what I am saying and what they are being told at school (or occasionally by their parents). In some of my other posts here, I have explained I am a traditionalist in my presentations, and therefore in my relationships with my students. I advertise on this basis, and get those students (or their parents) who want this approach. In this I am successful, I fill my time, but I have lost a few students who did not like my approach! Although willing to accommodate individualities to some extent, I want students who want to be with me and want to learn. In my teaching in private schools in the UK, my most effective disciplinary comment was that I told a student that your parents are paying for this, therefore pay attention! I use this in my private tuition now. I have always been fascinated by the stories of C. S. Lewis when he had a private tutor in his teens, and he used to hold conversations in latin with him! I prefer to use the student's school textbook (mathematics), and suggest back-up exercises, give re-enforcement presentations, and deliver new topics as preparation for their school teaching. Some parents have told me that a teacher at school has resented their child receiving private tuition, causing a disaffection between the teacher and their child. I discover errors in continuity and progression in the child's lessons. The child sometimes challenges me! My question is, how far do we take our observations of anomalies to the student's individual teachers? Of course, it would be done through parents, and that is my approach, and I do my best not to undermine the student's relationship with their teacher. That last one is difficult, sometimes!