Reading about Laurie being placed on ADD medication was disheartening. Her outbursts were probably a cry for attention, attention she needed to remain her vibrant self. Instead, her "voice" was subdued. I have seen many students' personalities changed by ADD medications, as well as feeling sick and looking more like a zombie than themselves. If a dose is missed once their bodies are used to the medications, then they truly act drugged with opposite effects like moving constantly, eyes glazed and appearing "high". I'd venture to say there are far more children on ADD medication that do not need to be. My daughter's 3rd grade teacher mentioned that medication might help her focus in class, because she seemed to daydream. In talking with her about the importance of paying attention to her teacher, comments were made that led us to believe she may have been bored. We chose not to go the medication route, and my daughter has performed at or above average in school ever since. She has just recently finished 8th grade. The drug overuse is a vitally important reason to learn more about our students' background, their "history".
It was disappointing to hear that Laurie's 1st grade teacher, Mrs. Rhodes, taught reading with a basal in a whole-class approach. Hopefully most teachers pair students with books on their instructional reading level and have small groups of students for guided reading lessons, as opposed to teaching reading to the entire class from a basal. A basal would not meet the needs of readers in a 1st grade classroom which could range from kindergarten level to 2nd grade or even higher. First grade alone has so many reading levels (DRA 4,6,8,10,12,14,16,18 - that's "8" levels!). Things might have turned out differently for Laurie had she been reading in appropriately leveled text all year.
It sounded like Mrs. Rhodes used several worksheets in her daily teaching. Using lots of worksheets is unengaging, busy work and is frowned upon at my school. If you were the student, wouldn't you rather be engaged in small group activities, working with a partner, using manipulatives, enjoying centers, or working independently on something besides worksheets? Worksheets are boring!
It's interesting to think about empowerment through academic success and how a loving, secure homelife can benefit children in school. While reading of Laurie's struggles at home, I thought of the students who confided in me their sadness of missing their dad as well as their excitement in telling me that they were going to see their dad this weekend. Emotions about homelife for students plays an integral part in their success at school.
As troubling as life was for Laurie at home and in school, she seemed to regain her voice through writing. Incorporating writing centers in the classroom seem to be a good way to learn the histories of students. The more teachers can learn about students' histories, the better teachers can meet their needs.
Carol Holt
Comments (4)
Carol, I was also disheartened when Laurie was "supposedly" diagnosed with ADD and placed on medication that left her further disengaged within the school literacies. All to often, parents and teachers alike are confusing lack of interest, boredom, or frustration with ADD. In Laurie's case, her family's situation of a working class mother and grandmother who were trying to compensate for the lack of a male breadwinner in their family. Because of this, Laurie based her distinctions of gender roles and applied this history to her relationships within the classroom. It's a shame that Laurie lost her voice in a middle class educational system because of a rigid curriculum that a teacher could have adjusted better with various supplemental activities so that Laurie, and perhaps a few of her other classmates, wouldn't have fallen behind academically and lose interest in the creative voice she first expressed in kindergarten's writing center.
Posted by Melissa Riley | June 24, 2011 11:04 PM
Posted on June 24, 2011 23:04
Carol-
I too was not happy with how Laurie’s ADD diagnosis and medication was handled. I don’t believe in one “cure all” prescription for every child’s needs, however I have also had students who seemed to benefit in the classroom with the assistance of medication. There are many factors we must take into consideration when teaching children and these should be even more closely monitored when the student is having difficulties. Medication should never be used solely as a means to fix such a situation for students.
I also agree that Laurie’s teacher’s choice to use several worksheets and stick strictly to whole group instruction with the basal would not have been my approach. As teachers we should strive to be proactive and meet the needs of our students even if it means having to veer off the expected path occasionally.
Posted by Ruth Ann Timmons | June 25, 2011 11:19 AM
Posted on June 25, 2011 11:19
Hi Carol,
I'm in total agreement with your entire post! I would love to be a student in your classroom! And I'm thrilled that you are the type of parent to seek out the real issue rather than just moving to meds! I have seen meds be helpful for certain students...but I agree that there are more students on them than need to be. I also think that a teacher needs to reflect on their teaching before assuming that the student's attention is the negative factor. If I took the ADD test right now, I'd probably fail and be recommended for drugs. I am easily distracted, and need to be engaged to learn. Fortunately, I had terrific teachers (mostly) who did right by me and I was a straight A student. If I had been put on meds, my life would probably be VERY different today. I think it impacts you long term, and should be a last resort.
Posted by Carrie Brown | June 26, 2011 10:08 AM
Posted on June 26, 2011 10:08
I agree that writing is the best way to learn the histories of our students. Small group activities, working with a partner, using manipulatives, enjoying centers, are great active engagements for our students to learn. Through these types of learning activities we see a true picture of who they are during engagements with other students. We can learn about their histories and what makes them who they are. Allowing our students to have a voice and share their stories is a very valuable teaching resource. We can integrate those histories into our lessons, therefore the students become actively engaged in learning.
Posted by Karin Scott | June 27, 2011 10:59 PM
Posted on June 27, 2011 22:59