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2.8: Apply and Reflect

  • Page ID
    277764
  • This page is a draft and under active development. Please forward any questions, comments, and/or feedback to the ASCCC OERI (oeri@asccc.org).

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    Exercise

    Read the following conversation between a teacher and a parent, then answer:

    • What mistake did the teacher make?
    • How did it make the parent feel?
    • What should have happened instead?

    Teacher: [In a concerned tone] Hi, Mrs. Martinez. Thank you for coming in today. I’ve noticed some challenges with your son, Leo, in class recently, and I wanted to talk to you about it. He seems to have a lot of trouble focusing during lessons, and I’ve observed that he often seems restless, even disruptive at times.

    Parent: [Worried] Oh no, that doesn’t sound like Leo. He’s always been a good kid at home. What do you mean by disruptive?

    Teacher: Well, Leo frequently gets up from his seat, talks out of turn, and sometimes seems unable to sit still, even when we're working on quiet tasks. I’ve seen these behaviors for a while, and after speaking with a few other teachers, I believe Leo might have Attention-Deficit/Hyperactivity Disorder (ADHD). He exhibits all the classic signs, and based on my observations, I think it’s something we should address right away.

    Parent: [Looking confused] ADHD? But Leo is so calm at home. He’s a little energetic, but I didn’t think it was anything more than being a typical boy. Could it be something else? Maybe he’s just having a hard time adjusting to school?

    Teacher: [Confidently] Well, based on what I’ve seen in the classroom, it seems like ADHD is the most likely explanation. He’s not really able to focus on assignments for long, and sometimes he interrupts his classmates when they’re speaking. It can be disruptive, and I’ve tried different strategies, but they don’t seem to be working. I suggest we consider testing him for ADHD as soon as possible.

    Parent: [Looking concerned but unsure] I’m not sure. I didn’t think Leo had any issues like that. Maybe he’s just having trouble adjusting to school. Could it be something related to his learning, like dyslexia, or maybe just anxiety?

    Teacher: [Interrupting] Honestly, it doesn’t sound like it’s related to anxiety or a learning disability. ADHD seems like the obvious answer. I think we should move forward with the testing and get him the help he needs.

    Parent: [Hesitant, but still trusting the teacher] Okay, but should we consult someone else? Maybe a psychologist or someone who works with children specifically? I just want to be sure we’re on the right track before jumping to conclusions.

    Teacher: [Dismissively] I’ve been teaching for a long time, and I know the signs. I’m confident this is ADHD, and the sooner we start with the testing, the better. We don’t want him to fall further behind, and treatment can make a huge difference. I’ll go ahead and send in the referral forms.

    Parent: [Worried, but unsure about next steps] Alright, I guess we’ll start with the testing, but I just want to make sure we’re not missing anything else, especially if Leo is struggling with something different.


    This page titled 2.8: Apply and Reflect is shared under a CC BY-SA 4.0 license and was authored, remixed, and/or curated by Kerry Diaz & Tenessa Sanchez.