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Completely Baffled
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12 thoughts on “Completely Baffled”
Of course, the definition of a barometer student is one who tries but is just slower than everyone else, and we must reach and include them via SLOW, etc. so this child, and I have had a few and it is truly baffling, does not fit the description of a barometer. So what to do? I don’t think they should be in the class, and should be given other options, like a grammar teacher.
I have a student like this, who has some disabilities as well as being on the spectrum. I have talked to the other teachers as well as the parents. He is able to decode I think, but I don’t think he wants to-for example I’ll gesture something like “eat” and he’ll say something like “wind.” I mean, no connection. I hesitate to call on him lest he say something very inappropriate (which he has in the past) Gestures do not work for this child, nor do stories, visuals. Probably the best thing are straight up worksheets, but I will not create his own set of worksheets. Plus ,when I searched for worksheets, I couldn’t find any that made any sense.
But because he scores high enough on reading, he is in a WL class.
Paul, have you talked to her other teachers and her parents? I assume you’ve talked to her one on one? What grade is she? Do you think it’s defiant behavior? Even subconscious defiant?
Subconscious defiant. Dude. That’s heavy. I never heard that one.
I can think of two types of students, both very rare, who will stand out in different ways in CI classes:
1) The sociopath. An individual who is set on destroying you and the social connections which your class is attempting to create. This type of student is very vocal and doesn’t respond to discipline. Often these students need to be removed from the group and given worksheets because they just don’t buy-in; and it’s not just that they don’t buy-in, they don’t buy-in in a very hostile manner.
2) The truly socially awkward, probably with a mixed IEP. (We teach MANY MANY MANY MOST IEP students perfectly fine in our CI classes. This one in unique.) This students just has a hard time keying-in but is not hostile. You can teach and make eye contact and the student just stares back as if they aren’t hearing you. Often they have great hearts, God bless them, but we just can’t reach them no matter what we do.
These types of students are rare. Like maybe 1 in 30. Probably less. If you have more than 1 of type 1 in your class, strap yourself in. If you have more than 1 of type 2 in your class, you might need to work a little harder to get stories going.
I’m shooting from the hip here, but it sounds like the students you’re describing, Paul, is type 2. Is he overly aggressive or just somewhat dull?
She is definitely a socially awkward student. She asks a lot of questions, but they are always questions that have just been asked several times. The other students are aware that she is a very slow processor and become very impatient with her. I am going to try some of the suggestion y’all have posted. Thank you everyone. This is all very helpful information and it make me feel better that y’all have similar students. It’s good to know that I am not alone with this problem.
I have had students like this. One thing that worked with one of them was to assign her the job of writing the story in English. She sat next to a nice neighber, who would whisper what was happening. I praised her every day for “keeping me in line.” Eventually the student was magically able to comprehend on her own.
It worked with only one, but is worth a try.
That is a superior idea for this particular problem.
Does this person have a job/persona yet? I mean, maybe she could be and “_____ expert” in an area of conversation in your class. You could fall back on the “cat expert” when you’re talking about cats or pets in general. You’ve probably tried brining her into the class community with no luck, which may or may not have included some role for her that she is failing to let herself be. I agree with James on the two types. I’d also benefit from knowing what type she is. Also, giving her some room to use English (as Michelle is suggesting) may help.
I have one of these, and to be totally honest, I used to get frustrated with him and now I just realize that it’s not me. He doesn’t even get the most basic of stuff, just like cognates and stuff we have gone over ad nauseum(sp?). Anyhow, don’t let this student be the barometer or you’ll never get to anything new.
THANK YOU!
This year I’m receiving 4th graders whom I haven’t seen since 1st grade. That’s right, they were identified for SPED service and pulled from Spanish in 2nd and 3rd – often for auditory processing issues and other stuff – now suddenly the parents are requesting (and our folks are acquiescing) they be reintegrated so that they’re with their peers as their tenure at the elementary wanes. Isn’t that soooo sweeet?
So they haven’t a clue what any of the language means, they have difficulty both listening and reading – though they are NOT behavior issues because they spend my class time on JUPITER-, but I am ever amenable, ever since I gleaned that I had no choice:}
I seat these newbies up front and check in (fill them in) regularly. Some of them still have issues with pencil (dry erase marker) grasp and grip, and letter formation is still weak…
My beef is that I know everyone can acquire the language, but it’s uncool that my classroom is treated like a vent for the list of “now what do we do with ’em?” kids.
I am trying to chill and have a “bring it on – we can be one big happy family” attitude, but underneath the mom in me shouts, “Is this what’s best for the kid? Hasn’t s/he struggled enough? What’s the best use of his/her school time, for goodness sake?”
In the end, I find myself just trying to make my room an anxiety-free haven for these Ss – and I smile at them a lot.
Hi, Jen,
When did these additional kids appear in your classroom? Were they there at the beginning of this year? How are they doing so far? How do they assess? How do they impact the learning pace of the other kids? I’m so curious…
I have quite a few students from the Special Ed program in my biggest classes and they are not able to do what the others can do. sigh….