At the time, not having much context, I just said, “Thanks for letting me know!”
The next two weeks I realized that antsy was a huge understatement.
At one point, this student (who is also a great actor and starred in many of the school musicals) “tripped” and very elaborately fell into the garbage can causing trash to go everywhere and the entire class to erupt into screaming, laughing, jumping chaos. The next day he was pulled from my class because he and another student were rubbing Clorox wipes in each other’s mouths. Another teacher later told me that the year before, he had sprayed her with a fire extinguisher.
Everyone kept telling me, “He’s actually much easier this year.”
Not having the comparison, I wasn’t exactly comforted.
But then there were these two weeks where he was taking his meds consistently. He moved himself to the front of the room. He was ready. Focused. Participating. He is also deeply empathetic. Kind in these quiet, almost unexpected ways. The kind of kid who will notice if someone is having a bad day and try to make them laugh or feel included.
At the same time, I have another student in my class who is autistic and has ADHD. Her mom really wants her to be with kids her age, which I understand and respect. She’s not reading at grade level—but honestly, she’s not the only one. The bigger challenge is social. The other kids don’t always understand her, and instead of trying to, they poke at her triggers. They say things just to get a reaction. And sometimes she gets so overwhelmed and frustrated that she lashes out,
Because so much of teaching isn’t just about content. It’s about managing a room full of very different needs, very different brains, very different emotional realities, all happening at the same time. I found these resources to be very helpful and hope others will too!
https://www.edutopia.org/article/6-strategies-help-neurodiverse-students-fully-engage-class/
https://childmind.org/article/how-schools-can-support-neurodiverse-students/
Hey Sam! Great post as usual. You hit the nail on the head. When you said its not just about content but the entirely of the whole room it really speaks to what we need to do as educators.
ReplyDeleteHi Sam, thank you for sharing a few experiences from your own classroom. I took a look at one of the links you provided, and I noticed that one way to prevent behavioral problems is to do relaxation exercises. I actually saw the teacher at the school where I tutor use this approach, and it really helped the whole class reset and get ready for the next task!
ReplyDeleteHi Sam! Thank you for sharing these sincere and thoughtful reflections. You have so aptly captured how teaching neurodivergent students demands both structure and profound empathy—striking a balance between their individual needs and the emotional climate of the classroom. I particularly appreciate how you highlighted the importance of recognizing each student's strengths, as well as the crucial role that consistency and social understanding play in fostering their growth. It serves as an important reminder: quality teaching extends far beyond mere subject matter; it is about creating a space where every mind—regardless of its nature—can feel understood and supported. It is within such an atmosphere that knowledge is truly imparted and an environment conducive to learning is established.
ReplyDeleteHi Sam! Your blog was so insightful. I can completely see how managing that classroom would be very stressful. It's so true that as a teacher, you are managing many children at a time who all have different needs and you can only do your best to make sure all those needs are met. It's hard when you have a student with ADHD who doesn't take their meds regularly because you never know what to expect. I think it's a true testament to your character, though, that you are able to do what you can to help all of your students.
ReplyDelete