June 25, 2018
As I returned to the grade 3s today, I looked around meanwhile students poured in and we began the day. When attendance took place on the carpet, some students were rolling and fidgeting, I thought to my self, “Wow, these kids can not sit still.” How much of a challenge for students is difficulty in focusing; how difficult is it to be a student in a classroom of 15+ children when you have ADD/ADHD? The sounds, shapes, sights, stimulation, thoughts, and movement…. How difficult is it to process all of that?
I was dropping off my girlfriend home as her brother was washing his car; I greeted him, and we had a brief chat. He was diagnosed with ADHD when he was younger, so school was a struggle for him. What was fascinating to me was his description and experience of time. He does not have a sense of time that is oriented around a clock, be it 12-hour or 24-hour. He processes time in reference to what he does. For example, he happened to have had a full day of activity, and it felt like he has been through 2-3 days. The notion of “having an hour” versus “five hours” or “too much/too little” time is dependent on what exactly has been done. Furthermore, “what has been done” is most likely dependent and correlated with what he is interested in. In many ways, he learns and engages with things best as a kinaesthetic learner.
In pedagogical circumstances, how difficult is it to differentiate and assist such students in their learning? I asked my teacher what kind of designations he had in the class, and there was only one; I was expecting at least 2-3. We talked about the nature of differentiation and he concluded that it was impossible in terms of logistical execution and resources: fascinating. I am hesitant to agree with him. The favours are definitely not “for” any class that lacks an EA, note that this does not even consider how adaptations and differentiation would look. Ultimately, the burden of support falls to the teacher, and the teacher needs to discern and decided upon what are the most adequate approaches to meeting students’ needs.
As I begin this last week of my Community Field Experience, I slowly realize more and more how much effort and work teaching really is. Yet, what an honour and joy it is to be able to talk with students through their learning. Despite the difficulties that I anticipate, I do realize that, like this grade 3 class’ teacher, I can possibly, finish my report cards a week in advance if I am diligent with my reporting system. It is amusing to watch him listen to the other staff members frantically scramble to finish up report cards while he has already finished his. (He has not told any of them that he has them done already.)