They laughed. Apparently, Emma has a proper system that is helping her achieve in all the right areas. Her start to the year is a great one.
Our parents and teachers’ nights were before the first half of the year, but There is a lot to say about Emma. She is a kid who is going to go, especially if she sticks to this dedication and commitment to learning. I really can’t think of one thing…except… maybe… she’s a little quiet in class. She seems to be very shy about talking loudly and may be a little anxious about feedback, which is definitely not positive. I wonder if they have any ideas about Emma’s reaction like this. Her work is always done carefully, so her academic achievements really don’t have to worry about. Any feedback is small, and no one is perfect after all. However, Emma will usually look very deflated and will any corrected heart.
“Okay…” Emma’s caregivers looked at each other for a second. “She may be a little quiet, it’s true…but at home, she’s chatty! She’s very creative and loves writing. We noticed that she doesn’t like being corrected…”
They stopped and continued. “She may be sensitive at times, but we are not worried. Sometimes, girls do.”
I nodded and shrugged. None of these are the problems, anyway, very small things I noticed in a short time with her. Maybe Emma needs some time to get used to the pace of the class, or just get used to me being her teacher. After all, I am one of the few black teachers who work as staff. Teachers are not the only ones who can influence their actions and interpret their behaviors. Students do the same. It’s not surprising that Emma needs more time to make me feel comfortable. I might be her first black teacher.
Meet Emma:
- 9 years old
- European descent, white, blonde
- Identify as a girl
- Fluent teaching language
- Shy, kind, sensitive
- Love: Write stories, read, social studies, music
- Disgusting: Talk before class
- The Wish of the Future: Author
- Most famous: High academic achievement, impeccable classroom behavior
- Learning Challenge: No one knows
- Other information: Detailed and meticulous completion of tasks
I would never think Emma was the next child on my parents and teachers’ meeting list.
Henry is not the type that causes problems in the classroom. He is a very likable student and can usually get the job done on time as well. But when he finally starts to start, he will manage to meet the minimum required, and there are almost no more. Henry participated in the classroom discussion when he became interested in our topic. However, he had to be sure of its correctness and was unable to voluntarily give answers or ideas. You will see Henry speak more frequently in smaller groups and share his work with his partner, telling if he needs it. Sometimes he spends longer to express his understanding. Sometimes he can’t fully organize the ideas he wants to say, which sometimes makes some very confusing stocks, but I don’t know if he realizes it in himself.
Henry’s parents expressed their concerns when his parents grew older.
They shouted, “Henry has great potential as long as he is no longer lost in the details and finishes his work!” I nodded with a intentional smile. This sounds a lot like Henry I met a few months ago. He will only lose the bigger picture and fall into one area that attracts his work, not just getting things done.
“We know he has the ability to do great things,” they continued. “He is so creative and such an excellent problem solver. He just needs to show this side of himself more often!”
The conversation continued as they shared concerns about Henry’s sometimes disoriented. I know what they are talking about. I often drove him into space during classroom teaching. He always answers me when I call him and he rarely disturbs others, but many times you know he is lucky to find the right response.
Henry’s parents regretted that he needed to remind him often, for fear that he had lost time by simply staring at the wall. He is often resistant to completing his homework, but there is no reminder, and if it is to be done, it is controversial. He just didn’t have enough motivation. They shared that they knew boys didn’t care about neatness at work as much as girls, and they could accept that. But the problem lies in the inconsistent efforts they see for their best efforts. They believe that Henry just needs to “tighten a little more and work harder.” After all, “If he just wants to rest assured, he can do more.” Initially, I tend to agree. Henry definitely has the wisdom and skills to be a more successful student. Sometimes it seems like there is only a disconnect between what he seems to be capable of and what he actually produces.
Meet Henry:
- 9 years old,
- White, European descent, brown hair
- Identify boys
- Fluent teaching language
- Quiet, insight, creativity
- Love: Reading, Mathematics, Art
- Hate: Write a story
- The wish of the future: an architect or engineer
- Most famous: Good academic achievements and classroom behavior
- Learning Challenge: No one knows
- Other information: Can display “no power”
Henry showed more sporadic efforts in his studies, which led to occasional outstanding results in inconsistent. Emma often surpasses and goes to the best of her ability later, but Henry acts as if his efforts are determined by whether he wants to do his job. In fact, this is the furthest fact. Both Emma and Henry are dealing with many of the same learning challenges, but they perform slightly differently. Their gender plays an important factor in how they interpret their behavior, identifying expectations and support for them, if any. Tags affected by behavioral expectations of gender binary can quickly turn ADHD demonstrations into descriptions of children’s personality. This creates many ongoing diagnostic problems, many of which children with ADHD are not recognized because they believe they are outstanding or excellent in the gender they were assigned to be born and therefore blamed and/or humiliated for their difficulties in school.
