Day 6: Troubled kids


I was introduced to two very differently abled children today. Ms. LineMonitor is a bubbly ten year old, who always greets me with a hug and doesn’t hesitate to tell me when the class is a bore. I’ve seen her play with an RTE child’s hair with absolutely no hesitations unlike a few others. And yet, she doesn’t write like a normal ten year old. Her focus and attention constantly waver and she needs constant reminding to stay on point. I see the mind map she’s copied from the blackboard into her notebook and it’s a squiggly mess that leaves me worried. Moreover, when answering to questions in class, she doesn’t hesitate to raise her hands and begins answering. But midway, she loses her train of thought, jumps to a different topic entirely and often leaves herself frustrated and confused. All these difficulties are masked when I ask her to read aloud and she shows brilliant control of intonation and pauses. I’m beginning to sense the areas where we’ll be working on through the year now.

Ms. Tender is my other find from today’s English class. We did some choral reading in the session and her finger followed along the lines of the textbook diligently, almost seeming normal. Except, they were following an entire line above the one we were reading. As I promoted her, she beautifully repeated what I read, with the same tone and pronunciation. But her reading, and her fingers stopped, when I stopped. She wasnt able to read on her own at all because she had no idea what these letters and words looked like in print. I picked up her notebook for corrections and her answers were absolutely wrong. She wrote about what she liked doing and about her family members when I had asked about an activity we’d done in class. Her letters and words jumped around the line, sometimes trailing from one to another. This was clearly another child that wasn’t reading or writing appropriate to her age.

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