Yesterday’s 4th grade lesson plan was appended with a note from the teacher about three particular student issues:
R. has ADHD and has behavior issues.
D. does not follow directions well and needs to be constantly reminded to “get back on task”
A. Likes to wander out of her seat and get into other peoples business.
I lucked out in that “D.” was absent and all I had to do with “R.” was call out his name a few times to bring him back to a tolerable level of disruptive behavior.
Then we come to Miss “A”.
How should I describe her? The teacher “issue report” on her is dead on accurate. I predict that she’ll be a future clone of “Miss Issipi” in just two short years from now.
If for any reason the classroom door was open, she had an uncanny ability to dematerialize from her seat and reappear standing just outside the classroom trying to get attention from anyone out on the black top.
If I turned my back or had to help another student for more than a few seconds, I’d turn back around and, more often than not, see the empty desk where Miss “A” was last seen.
The only school related activity she actually seemed to engage in was: “writing”.
During “journal writing” time, I observed a note being passed back and forth between Miss “A” and the girl next to her. My previous experience with classroom notes sometimes reveals more than I should know about the maturity levels of today’s youth.
Evidentially, Miss “A” was attempting to double team the boy of her interest by getting her friend to convince him to “Get with Miss A or…”, when I interrupted the note composition before her friend could complete the “or else” plea.
As I was walking back to the teacher’s desk with the note in hand, Miss “A” asks: “Can I have it back at the end of class?”
With a “no-ing” look, I let her know that she wasn’t getting it back and stapled the original to my “end of day” teacher’s report…