Dots and Have Nots Part Deux

Unfortunately my student, previously identified as "Voltron" has left our building for the alternative learning center in our district.  So, it was pretty tough to complete the second portion of this blog entry.  However, I am happy to think in terms of hypotheticals, so I have answered the questions below in a hypothetical sense.  If "Voltron" was still in the building and I was still having interactions with him or her on a regular basis, here's what I think would probably be happening.

• What actions are you taking?
• At this point I have upped the ante, so to speak, and started putting more pressure on "Voltron". As previously mentioned "Voltron" is not a strong math student and is one that is prone to doing little during any time possible.  Now that "Voltron" and I are on a more friendly level, it is easier for me to be more forceful when it comes to getting "Voltron" to do the work. 
• What impact are you having?
• It's going great because I'm such a great teacher/person/individual in this great hypothetical world that I've created for myself!
• What questions are being generated?
• If this world is hypothetical, what's even real any more?  Am I real?  Does "Voltron" even exist?  Are we all "Voltron"?