Reflection: Troublemakers
Reflecting on Troublemakers by Carla
Shalaby, I can’t help but think about my current placement in a school in
Cranston. I am working in a first-grade classroom that, at times, feels
chaotic. On my first day, while observing, I noticed a young boy who was
clearly having a tough time. Within the first twenty minutes, he was crawling
under desks and playing with different objects, which caused distractions in
the classroom.
I tried to connect with him by asking what
was wrong, but he ignored me. That could have been because I was new, or simply
because he was having a difficult day. When I attempted to help, the teacher
told me, “Don’t bother, he’s always a problem.” Right away, he was labeled as a
problem to me a complete stranger who had just arrived. That moment made me
wonder what is said about the other twenty-plus students in the class.
What stood out most to me was the lack of
empathy. In my own work, I build trust by being empathetic and taking time to
understand people. Over the past several weeks, I’ve worked to build a
relationship with this student. I’ve listened to him, supported him, and
celebrated his successes even small ones. For example, when he wrote a sentence
with correct punctuation, I made sure to acknowledge it with a fist bump and
positive reinforcement.
This connects to Shalaby’s idea that “children
are not problems to be fixed, but people to be understood,” which reflects how
building a relationship with this student helped him grow rather than labeling
him as a “troublemaker.”
Since then, I’ve seen real growth. While he
still has challenging moments, his communication, behavior, and attention span
have improved. This experience showed me that building relationships and making
students feel heard and valued can make a significant difference.
Students spend as much time with their
teachers as they do with their families. They want to feel understood,
respected, and supported. While some behaviors may stem from deeper challenges,
this experience demonstrates that labeling students as “troublemakers” can
overlook their potential. Instead, when we lead with empathy and connection, we
can help students succeed in ways we might not initially expect.
Hi Corey. I feel so badly for these students who are labeled that way. I also think part of the problem is the lack of support in classrooms. Its so difficult to teach and navigate behaviors. I think this is where the burnout happens. Not that its an excuse but I do think it is part of the problem. I am glad you were able to connect with your student. Hopefully it makes a difference in his learning :)
ReplyDeleteHi Corey! Great reflection- you really capture how powerful it is to choose empathy over labels, especially in those first moments when narratives about a student are being formed. The growth you’re seeing shows how much relationships and small, intentional moments of recognition can shift a student’s experience in the classroom. It makes me think about how different things could look if more classrooms started from that same place of curiosity and understanding rather than assumption.
ReplyDeleteHi Corey! Lovely reflection -- I can tell this moment has deeply impacted you. Thank you for rejecting to believe this teacher's initial words about the student. Continuing to show up and connect with this student is absolutely huge! I wonder if the teacher has noticed the changes you've seen as well -- you might be teaching the educator more than you realize!
ReplyDeleteHi Corey, I appreciate your reflection from your placement school. I love that you took the time to work with this student and raise expectations for him beyond what the teacher had set. Students are highly motivated by these relationships. When someone they trust believes they're capable of more than just being a problem, they, too, begin to believe in themselves and their capabilities.
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