They smiled. Clearly, Emma had a system that was helping her in all the right areas. She was having a great beginning of the year.
Our Father – The teacher’s night was just before the first semester, but
There was a lot to say about Emma. She was a girl who was going to places, especially if she kept this son of dedication and commitment to her studies. I really couldn’t think of one thing … except … Maybe … she was a bit quiet in class. She seemed incredible shy to speak and could be a little anxious to feedback that was not absolutely positive. I wondered if they had any idea why Emma reacted like this. His work was always done meticulously, so he really had nothing to worry about his academic achievement. Any comment was minor and, in addition, no one was perfect, after all. But Emma could or be deflated, taking the corrections seriously.
“Well …” Emma’s caregivers looked at a second. “She can be a little quiet, that’s true … but at home, she’s very talkative! She is very creative and loves writing. We have noticed that she doesn’t like being corrected …”
They took a paire before continuing. “She can be sensitive sometimes, but we are not worried. The girls are sometimes like that.”
I nodded and threw it. These are a problem by any means, only small things that I had noticed so far in my short time with it. Maybe Emma needed some time to get used to the rhythm of the class or simply get used to her teacher. After all, I was one of the few black teachers who worked in the staff. Teachers are not the only ones who come to school with beliefs and expectations that influence the ways in which they act and interpret the actions of others; Students do too. It would be strange to assume that Emma needed a little more time to feel comfortable with me. The first black teacher than her could have the leg.
Meet Emma:
- 9 years
- European descent, white, blond hair
- It identifies as a girl
- Fluid in the language of instruction
- Shy, child, sensitive
- Loves: Write stories, reading, social studies, music
- Detests: speaking in front of the class
- Future aspirations: Author
- Better known for: high academic performance, impeccable classroom behavior
- Learning challenges: None currently known
- Additional information: meticulous to complete tasks
I would never have consulted Emma to be the next child on my list of parents and teachers meetings.
Henry was the type of causing class problems. He was a very pleasant student who also did his job on time. But when he finally began, he managed to complete the minimum application and rarely more. Henry participated in class discussions when he was interested in our subject. There was no way to volunteer in an answer or without being sure of his correction thinking. You would see Henry speak more often in smaller groups and share his job with a partner, speaking if he had to do it. Occasionally it took a little longer to express his understanding of what was expected. Sometimes he could not organize his ideas about what he meant, what sometimes would do some very confusing actions, but he was clear if he recognized this in himself.
Henry’s parents made a grimace while expressing their concerns.
“Henry has so much potential,” they exclaimed, “if they only stopped getting lost in the details and doing what is done!” I smiled and nodded. That looked a lot like Henry, just a couple of months before. He would simply lose the notion of the general landscape and stuck in an area of work that attracted him instead of simply doing things.
“We know he is able to do great things,” they continued. “He is so creative and such a brilliant problem.
The conversation is customary to share your concerns that Henry had moments when it was lost in thought. I knew what they were talking about. It would often catch him to drift in space in the midst of class instruction. I always answered me when I called him and rarely interrupted others, but many times you have the feeling that he was lucky to find the appropriate answer.
Henry’s parents lamented that they needed frequent reminders to start their task for fear of just looking at the wall and wasting time. It was resistant to complete the task, but without reminders, it was debatable if it was done at all. I was simply motivated enough. They shared that they understood that the boys worried about the neatness in their work as well as the girls and could accept that. But the problem came with what they saw as their inconsistent efforts to do their best job. They believed that Henry just needed to “break a little more and strive more.” After all, “I could do much more if it simply produced it.” Initially, I was inclined to agree. Henry definitely had intelligence and skills to be a more successful student. Sometimes there seemed to be a disconnection between what seemed capable and what is the real produced.
Meet Henry:
- 9 years,
- White, European Strine, brown hair
- Is identified as a child
- Fluid in the language of instruction
- Quiet, insightful, creative
- Loves: Reading, Mathematics, Art
- Detests: Write stories
- Future aspirations: architect or engineer
- Better known for: good academic performance and classroom behavior
- Learning challenges: None currently known
- Additional information: “demotivated” may appear
Henry showed a more sporadic effort with his studies, which resulted in good results inconsistent with the occasionally surprising. Emma routinely went further to do everything possible, but Henry acted as if his efforts were determined if he wanted to do the job or not. Actually, it was the furthest from the truth. Both Emma and Henry were dealing with many of the same learning challenges, but they demonstrated slightly differently. Their genres played a significant factor in how their behavior was interpreted, determining what was expected of them and the son of support, if there were, which was suggested. Tags influenced by gender binary behavior expectations can quickly convert ADHD presentations into a child’s personality descriptors. This creates the diagnostic problems in progress where many children with ADHD are not recognized because they are supposed to act or act in the character with their gender assigned to birth and, therefore, are from Bcamed or Iir.
