Lindsey Showalter

Spring 2019 Student Teaching

Second Block Student Background Project A

Student A is diagnosed with anxiety and ADHD. He uses a steroid inhaler as well.

Student A is relatively new to the area, coming from another state with his mother only two years

ago. He loves orchestra class and is a very bright student. Although he often comes to orchestra

frustrated from his previous class, his mood is almost instantly improved when participating in

music. Student A Although English and history can be frustrating subjects for him, he enjoys

science, particularly astrophysics. He often fixates on astrophysics and relates everything else to

that subject. He was previously tested twice for gifted and talented services, but was deemed

ineligible both times. Student A tends to get along with adults better than other students his own

age, although he does mention a close friend who still lives in his previous state. Most students

seem to accept him, but other students his age often target him because they know how to get a

reaction from him. When Student A gets upset, he reacts in many ways including assuming the

fetal position, clenching fists, grabbing head, and a general shut down of focus/emotions. He

often takes personal offense when redirected or corrected.

It is procedure in orchestra class that the students are expected to enter the room and tune

on their own within the first ten minutes of class. Often times Student A does not complete the

tuning process before the class tunes together, resulting in a loss of one point for the day. When

he gets called out for not being tuned on time, he often gets upset and shuts down, refusing to

participate. Often times, he gets upset because he wants to be perfectly in tune. When I got to
address him about not being tuned in time, he is often very near in tune, just not close enough for

his own satisfaction. I want to let him know that his efforts are good enough and that he doesn’t

need to spend time trying to be perfect every day, especially since it causes him to be “late.”

Student A’s 504 plan requires teachers to allow extra time for him to complete

assignments, shortened assignments, and designated spaces for him to work with limited

distractions. After speaking with his day therapist, I have learned a few strategies to help him in

my classroom. Although I know he has a tendency to get upset and act out, I will not call him out

in front of the class. If I need to address him, I will do so individually. I will take every

opportunity to praise his efforts and successes. In my observations so far, he responds much

better to positive reinforcement. There have already been times that Student A has needed to take

a step back from the class activity in order to calm down and refocus. He has articulated these

needs to me and I allow him to separate himself from the class to do so, and will continue to

allow this. Student A does take this time to regain composure and I do not believe he tries to act

upset in order to get out of doing his work. Once he has calmed down, he rejoins class. I have

been using all of my efforts to build a positive relationship with Student A, making sure to greet

him before every class and when I see him in the hallways. So far, I feel Student A beginning to

trust me as one of his teachers.