one thing I had to implement with my older daughter at that age (she’s now 17.5yo) was a checklist. She knew HOW to do the task(s), and knew what was EXPECTED, but I found that *for her at least* it was indeed a matter of forgetfulness.
If it were say, the kitchen clean-up after dinner, which consists of loading dishwasher, handwashing anything that needed it, rinsing/washing out the sink, wiping off the stove, AND wiping down the counters. Typically it was the STOVE that would be forgotten.
I don’t know if CM would’ve been okay with a checklist. But this was where my daughter was at for that particular task. We’d already done the how and why and mirroring and shadowing and whatnot for teaching. The checklist was something she actually asked for. It was a “helper” to know she’d reached the completion of the task. She didn’t always need it, but it helped when she was in a particularly flighty phase. LOL (hormones will do that to a girl, i tell ya!)
Furthermore, she is now older as I said, and I’ve had a couple conversations (and pointed out the “whats”) about going *above and beyond*, *exceeding expectations,* and *finding what ought to be done and doing it even without being asked.* With the aforementioned kitchen clean-up after dinner, it might be doing a quick organization of the storage containers’ cabinet, or a quick Swiffer of the floors (even though it isn’t the appointed day to break out the steam mop,) or giving a once-over wipe down of the microwave. THAT’S, to me, a wonderful showing of insight and helpfulness and extends to other parts of the house, siblings, places of employment, and spousal kindness. (I know you didn’t ask about all that, just something that was a “next step” for us at an older age.)
As far as completeness of schoolwork… what are your consequences for NOT getting XYZ done? Or for getting an assignment “done” in a shoddy manner? (rhetorical here, you don’t HAVE to answer, just food for thought.) I’ve done lost privileges, missing an upcoming outing (to instead stay home and do the work), and so forth. I’ve also needed to scale back an assignment a few times over the course of the years of her doing independent work– whereas the assignment was, indeed, toooo long for the time allotted. (This was often a research/writing assignment but I didn’t take into account outside appointments and other scheduling conflicts.) However, those were rare. As she’s matured she’s actually become rather self-sufficient in her learning, comes to me with delight about whatever it is she’s learning, can pull something good from even the driest of assignment (more often than not), and has figured out (with adulthood looming) that all of which I’ve set before her IS INDEED FOR HER OWN GOOD. She sees how rich her education has been and thanks me for homeschooling her quite regularly. (Pat myself on the back, thank you. LOL)
All in all, I’d say to double and triple check that the expectations are within the realm of doable, that she KNOWS FULLY what is expected, and has the tools and skill to do it to the BEST of her ability and through to COMPLETION. And IF NOT, that consequences are laid out in advance and known, and FOLLOWED THROUGH on your part.
Budding teens and TEENAGERS in general, IMO, are in a world unto their own. They are all about themselves. It is a time of growth both physically AND mentally. There’s a LOT going on in that continually developing brain. I know how “distracted” and unconsciously flighty I was after a child’s birth and through my times of nursing a wee one. Moms call it “brain drain”… for teens I like to think of it as I said, a whole lot of hormones in the body and a whole lot going on in the brain. If it isn’t a matter of DEFIANCE, consider it an area which can still be honed and developed through continued teaching and guidance, modeling,and whatnot.
