A high school student is failing math and questions the value of doing work. What is the best response from the teacher?

The response that emphasizes developing a long-range plan to help the student succeed in math is particularly effective because it demonstrates a strategic and supportive approach. This option shows commitment to the student's long-term academic success and acknowledges the difficulties they are experiencing. By creating a structured plan, the teacher can guide the student in setting specific, achievable goals and provide tailored support to address their weaknesses. This fosters a sense of agency and motivation, allowing the student to see a pathway to improvement rather than feeling overwhelmed by their current challenges.

In contrast, the other options tend to fall short in terms of providing the necessary support or guidance. Simply telling the student to try harder does not address the underlying issues they might be facing, nor does it offer a constructive way forward. Focusing only on the next exam ignores the broader context of the student's overall learning and development. Lastly, while acknowledging that failure can be part of the learning process has its merits, it may not instill motivation or provide the student with the actionable steps needed to see improvement in their performance. Therefore, the best response is one that actively involves the student in the process of planning for their educational success.