This chapter was absolutely heartbreaking to me, mainly because I wonder how many students in my school are going through the exact same thing. This little girl had so much promise in kindergarten. She was confident, bright, and performing on grade level but then it all seemed to go down hill. Hicks makes a good point about Laurie getting lost through the reading program, which I think all of us as teachers can agree happens. That is why we now do leveled reading. But unfortunately, Laurie wasn't exposed to that. The fact that Hicks could bring out the confident little girl who loved reading and writing from first grade in their study sessions shows that Laurie was indeed capable, but that she wasn't confident and secure in school which caused her to read, write, and try less.
Another issue I have is with the ADHD. I too think it is over diagnosed. I know we are reading about girls, but I had a a little boy in kindergarten that I absolutely loved! Sure, he was a bit dramatic, overactive, and quirky. But, we learned how to manage this energy and use it for learning. By the end of kindergarten, he was reading on a 3rd grade level!! He sailed through the book Thundercake without a single problem. Now, I am teaching second grade. He since has been diagnosed with ADHD and medicated and he is not the same little boy I knew. He is still bright, but not pushing the limits like he was. He is quiet, reserved, and obssesses over tiny things all day. I feel like a part of him was taken. I think a part of Laurie was taken. That spunky nature that gave her the confidence she needed in a life where she had so little of a voice was robbed from her, leaving her questioning her own ability. I wonder to myself, if I had been growing up during the ADHD fab years, if I would not have been medicated and if I had been, would I be where I am today?
Children like Laurie, and there are unfortunately are so many of them, have to face more struggles as a child than most face in their entire lives. She often assumed the role of a mother, since this was her reality at home. She more than likely worried over the stresses facing her caretakers, something which alotted her little time to be a child discovering the world of school. The fact that she considered herself as acting "old" in the second grade shows how much Laurie was dealing with internally. Not only did she acknowledge the fact that she was taking on responsibilities far beyond her years, she resened having to do so. Unfortunately, this seems to be more the norm, babies having babies. Now, I understand that sometimes things happen, but I see 21year olds everyday with 3 or 4 children. They have these children, then decide that they want to go back and do things right by getting an education. This often times leaves so many children living such stressful lives that they don't have the ability to focus on education and being a child.
I hate to see children like Laurie fall to the wayside. It just really breaks my heart, and unfortunately, it is something I have to see and experience everyday. We need to find a way to take care of these children and help them to balance their life the best they can. I try to do this in my class, but sometimes it just seems like their are so many children living in unbelievable circumstances, that I can't combat them all. It frustrates me because I know that they are capable of so much, but how do I help them regain their confidence and buy back into learning when they have to think and deal with their own situations and emotions?
Whitney Gilbert
Comments (7)
Whitney-
I could not stop thinking about Laurie when I put our book down. I am in agreement with the overdiagnosis of ADD/ADHD. I think when a child's individuality does not align with a teacher's personality or parent's expectations, we are quick to say something is wrong. We lose the identity of the child by attempting to make them "normal." What is normal? I had blogged earlier in the semester about one of my students that I was doing a topsy-turvy on. Well, his parents took him off his medication and I rejoice!! This child has a voice, creative thoughts, much to contribute to our classroom! Albeit, he has some strange noises that have also come out, but with behavior management those are diminishing. I hurt for Laurie. I wonder where she is now, did school continue to overwhelm her? Was her voice ever really heard? Did her mom find happiness in a fulfilling marriage? Did any teacher decide to get to know Laurie and not the comments made about her in a cum folder? I think Hicks needs to write part two. All I know is that we can make a difference to these children we have been given and try to start speaking truth into them that can carry them on as they matriculate far beyond their year with us.
Posted by stefoni shaw | April 12, 2009 5:19 PM
Posted on April 12, 2009 17:19
I, too, wonder if I would be diagnosed ADHD according to today's standards. I am easily distracted and can't sit still to save my life. Throughout my childhood, my parents taught me that I could do anything that I wanted--no matter how strenuous the journey may be. I was not told that I was "different," or demeaned. I knew that I had to learn to control my behavior in class, and pay attention. I remember this being difficult at times, but manageable. I think that if I had been diagnosed and medicated, I would have had a much more difficult time reaching the point where I am at today.
Posted by Heather Coe | April 12, 2009 10:43 PM
Posted on April 12, 2009 22:43
You bring up a good point about ADHD in today's standards. I know many people who probably would have been "diagnosed" as ADD or ADHD if they were going through the school system today. My husband is one of those! He made it through school fine and is now a successful adult, but what if he HAD been diagnosed and improperly medicated? What would have changed? It's a perplexing issue that people are taking such drastic measures...to do what? So their child can "focus" better? so they can chill out a little bit? But they are taking the life out of the child. Most teachers, just like you mentioned, can at least handle the behaviors of hyper-active children. Sure, there are children who are definitely ADHD/ADD and need help, but we can use their behavior for learning!
Posted by Christy Rivers | April 13, 2009 4:45 PM
Posted on April 13, 2009 16:45
This is the question that perplexes educators everywhere. What is ADHD? Who really has ADHD? Today, students are often diagnosed with ADHD and medicated, with results at times. However, I do look around at adults and think, would they have been diagnosed as ADHD if they were kids today? It is interesting, and we must consider if the time and money that goes into testing and medicating such a large percentage of our students is worth the results? It's an interesting thought.
Posted by Brittany Guy | April 13, 2009 10:17 PM
Posted on April 13, 2009 22:17
Hi Whitney. I think that you have to keep going to school each day, working hard for each of your students, stand up for them and believe in them. You have them for one year and in that one year you do what you can and hope that it is enough to keep them going. The hardest part of this for me is that teachers like you are rarely recognized for all that you do. We constantly hear about the teachers who do not do well, who harm children mentally, emotionally or physically. If we could only get more people to see teachers like you on a daily basis, to see what your day is like, to see all the problems you face and how hard you work to make things work for your students - maybe then we could get more people to see the great needs of our students, teachers, and schools. I think, more than anything, we need to work to educate our new teachers and encourage our veteran teachers to keep learning new ways to reach our students. Many school districts are still under pressure to follow a certain reading program without straying. This kind of teaching creates situations like Laurie's, where students are lost in a curriculum where they just don't fit. Instead of working with the curriculum to meet the needs of the student, they try to make the student meet the needs of the curriculum - which never turns out well. Teachers have to start standing up for what they know is right and back themselves up with research like what we have read. Teachers could have so much more power, if we found a way to find each other.
Posted by Amie Snow | April 14, 2009 12:21 PM
Posted on April 14, 2009 12:21
Whitney,
I really liked how you said that Laurie was capable but not confident in the area of reading. That idea was the focus of my critique. I think there were so many signs that Laurie was capbable, and I was so frustrated that there was not much communication to address her needs. I think a lot of students get lost between the kindergarten environment and the first grade environment, but I don't feel like that is an excuse. The teachers seemed to compose a "plan" for Laurie but that plan didn't work. If something doesn't work why stick with it all year...I feel the max you should stick with a plan is 6-8 weeks, the changes don't have to be huge changes that require a lot of time. The changes can start out small, and go from there!
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Posted on April 15, 2009 08:58
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