Skip to main content

Teacher attitude- Empathy for students with Learning disabilities.


Today you are you, that is truer than true. There is no one alive who is you-er than you. --Dr. Seuss 

My stomach hurts. I do not feel like getting up and going to school. My friends think I am dumb; my teachers think I am dumb. Even my parents have that look on their faces whenever they try to help me with my homework. I hate school! Why do I need to learn?!

Do you know what it feels like to be in Mrs. C’s classroom? There is so much noise! I cannot work in my group table because everyone seems to be talking at the same time. They always seem to have the answers before I have even understood the question! I am dumb I guess. But Mrs. C says group work helps build collaboration skills. I wish she could come and join my group and experience what I feel. If I ask her for help, she strolls over and puts her arm around my shoulder. When I try to explain that I am finding it hard to work, she patiently explains what I have to do all over again. I see her lips moving. No sound seems to be coming out. Just a whiff of…garlic? Her pitying face turns slightly exasperated as I nod blankly at her. I bend over and squeeze my eyelids tight, fighting back tears. They roll down nevertheless. I taste their warm saltiness as I pretend to work.

My worst days are when Mrs. C. gives us research work. I have to plow through endless websites and collect information. There is so much information! My head hurts. My eyes become bleary. I feel embarrassed when Mrs. C’s voice breaks the stillness. I find a sea of faces staring at me. My friends are grinning. My teacher is frowning. Guiltily, I stop staring out of the window and pretend to concentrate. I cannot. I keep remembering the time she had torn my work up because my writing started in the middle of the page instead of next to the margin. It had taken me 40 minutes to write those lines!
The worst part is when no one wants me in their group. My teacher asks me sarcastically if I know why no one wants me in their group. Yeah, I know Mrs. C. That is something I know!  I am dumb.

Break time. I find myself hovering around the playground, hoping some of my friends will ask me to join their football team. No one does. They assume I am not the sporty type. The other day, I scored a goal against my dad and brother. I am pretty good at football.  No one knows that. No one gives me a chance. I squeeze my fists and try to keep rage and frustration at bay. But this is nothing compared to how I feel when I am not invited to a birthday party. I am not cool enough, I guess. That hurt never really goes away.

I wish my teacher would just sit down, breathe, and relax. I wish she would ask everyone how their day was. I wish her smile was warmer. I wish carpet time was longer. I want everyone to know who I really am. I want to share my thoughts and feelings. I want them to reach out and help me. I want them to understand that deep down, I am not really dumb. I just learn differently. I take time. I love playing games on the computer. I wish my teacher would give me math games to play. I wish she could give me a table of my own, where I could think at my pace. Without the noise and the superficial collaboration.

 I hate writing. But I have great ideas. My mum always says that. Why is it that my teacher cannot figure that out? I wish she would not ask us to write a 4-page essay. It takes me half an hour just to write a passage! The other day, I was playing with my dad’s phone. I recorded an amazing story. Everyone listened to it and clapped. They thought it was hilarious. Encouraged and excited, I brought the phone to school to share with my friends and teacher, but Mrs. C. was furious. She said it was against the school rules. She sent a stern letter home informing my parents to ensure this did not happen again. It won’t ever happen again, Mrs. C. But if you allow me to share my ideas instead of writing them down on paper, I would love to see the look of surprise on your face. That would be a precious gift from you. A look of surprise. 

It would burst that bubble of your ignorance, Mrs. C. Someday, I hope.

Comments

  1. एक निवेदन
    कृपया निम्नानुसार कमेंट बॉक्स मे से वर्ड वैरिफिकेशन को हटा लें।

    इससे आपके पाठकों को कमेन्ट देते समय असुविधा नहीं होगी।

    Login-Dashboard-settings-posts and comments-show word verification (NO)

    अधिक जानकारी के लिए कृपया निम्न वीडियो देखें-

    http://www.youtube.com/watch?v=VPb9XTuompc

    धन्यवाद!

    ReplyDelete

Post a Comment

Thank you for taking the time to read my blog.

Popular posts from this blog

Classification -Designing Your Lessons for Conceptual Understanding (Part 1)

In this series, we will discuss how we can design lessons for conceptual understanding. Having recently completed an upskilling course with IB, I felt we may all benefit from looking at some of these strategies and how they might look like in our PYP classrooms. Strategy 1: Classification    Source: Ibo.org In this post, I will be focusing on the research-backed strategy, "classification".  Chadwick (2009) highlights that classification helps develop conceptual understanding by allowing students to organize information, recognize patterns, and understand relationships among concepts.  Here are some examples across several disciplines on how I have used tools to classify. Math Class 1) In my math class (Grade 3) instead of having students simply rote learn the names of the shapes and their properties, have them sort the shapes  based on the number of sides, angles and symmetry. Even better, use the Concept Attainment Strategy (I keep returning to this strategy be...

Generalization-Designing Your Lessons for Conceptual Understanding (Part 3)

This post is the third of our blog post series on how to design lessons for conceptual understanding. Part 1 here Part 2 here Strategy 3 : Generalizations You may have come across Lynn Erickson's diagram on the structure of knowledge. In my IB workshop's I always like to present the avocado model alongside this diagram when I am talking about facts. The intention of inquiry-based teaching and conceptually-driven understanding (or Concept-based inquiry- whatever terminology suits your fancy)  is to enable students to make generalizations. In other words, can they transfer their learning to a new context because they have understood what they learnt.  In order to make generalizations, we need to first plan lessons that help students acquire facts/topics that are interesting  and worth knowing. Bringing in local and global issues that are relevant to the topic help students as they begin to compare the topics and see emerging patterns. Remember, facts and concepts have a syn...

8 Strategies to Overcome Math Anxiety in the Classroom

  Have you ever considered what math anxiety may look like in your classroom? As I prepare to begin my lesson, handing out notebooks or math prompts, I look around and observe my students. As the lesson progresses, I continue to look around and monitor their behaviour. Are there some students who take time to settle down or start to talk about  things completely unrelated to math? Does one student ask to go the washroom? Or maybe complain about a stomachache or a headache? Is there a student who may start crying or become angry and indulge in negative self talk? "I am dumb." or "I can never get this right!" and so on and so forth. The more subtle symptoms : Is a student being being extra chatty, taking time to settle down, obsessing about the answer, refusing to answer questions, seldom asking for help, hurtling through work or showing a reluctance to work with others.  A broad categories these symptoms would look like this: cognitive difficulties emotional distress...