When a child doesn't respond to initial attempts to improve behavior, the first response is to try again. When that still doesn't work, teachers might do something else, and keep trying until they run through an entire repertoire of ideas. When they still don't get what they want, teachers begin to think: "What's wrong with this child?" Then the diagnoses begin. "Lazy," "willful," and "disobedient" are old favorites, but today's diagnoses are much more sophisticated. Today, listening to teachers talk about students who are experiencing "challenges," one would think there are only a handful of diseases: dyslexia, ADHD, sensory motor integration, social anxiety disorder, executive function disorder, and "on the spectrum." Rick Ackerly writes that this is where teachers take a wrong turn because naming a problem usually begs the question of what must be done about it to help children feel good about themselves and measure up. Ackerly argues that most helping doesn't help, and fifty years of working with children and teachers has taught him there's a better way.