Chapter 34 marks the final chapter of the book. Tomaso has already gone. Claudia has a false alarm with her baby, and then ends up having a not-so-false alarm the next day. She has a baby girl named Jenny who was born prematurely at 4.4 pounds. A couple of nights later Torey gets a phone call from Claudia. She is very scared and tells Torey that Jenny is so small and that she has signed the papers for someone else to adopt her. Torey helps to make her feel better and tells her that she thinks she has made a good decision.
On the last day of school, Lori wants to celebrate with her general education class, so Torey and Boo go for a walk around a park and through a zoo. She realizes that Boo has made some positive changes, but that he is still the imaginative 'dream child' that first entered her classroom at the beginning of the year. When Mrs. Franklin comes to pick him up, he does not say goodbye but rather recites the 'Tornado Watch' recording that comes on the television during storms.
Lori comes into the classroom at the very end of the day to get her things. She ends up dropping everything and crying. She has just been told that she did not pass the first grade, and that she will have to repeat it again the next year while her sister moves on. Lori becomes mad at Torey because she doesn't understand why Torey didn't do anything to stop it. Torey explains to her again and again that there was nothing she could have done, and if there was she would have done it. Lori is worried because she thinks she and her sister will no longer be twins. Of course Torey tells her that this is not true, and something 'silly like school' will never stop them from being twins. Torey decides to ask Lori to do something to celebrate (of course, Lori does not feel like there IS anything to celebrate). Eventually Lori decides that she wants to bring Libby along because she will be sad about school ending. Torey tries to convince her that just the two of them should go, because she feels so guilty about not being able to help Lori move on to second grade. When Torey is trying to explain, Lori says, "Don't worry so much, Tor. You always worry. It isn't that important. Now come on." (pg. 331). And they went.
There is an epilogue to the story, and there has since been communication with the children (that of which is on Torey Hayden's website). I do not want to COMPLETELY give away where they are now, so I will leave that to anyone who wants to actually read the book, which I HIGHLY recommend.
I enjoyed this book because it gave me so many great examples of situations one may have to encounter (or something similar) when working with students who have exceptionalies. It really makes one think about the education system and how the children who do not really have a 'place to belong' really feel. It also talks about some of the positives of mainstreaming, as well as the negatives. Of course, this book was written in the early eighties and things have certainly changed since then. We are constantly trying to improve the system and make school a positive place for EVERYONE to be educated. The children talked about in this story, all so different, also share the common trait of not having a place to belong. Their stories are very bittersweet and one definitely feels like they make a connection with almost everyone in the story. Torey Hayden has some incredibly inspiring quotes, my favorites being quoted in this blog. Just looking at the quotes alone should give anyone the inspiration to help students in need of extra guidance. Although I will not be licensed in special education, with mainstreaming I will have students in my class with all sorts of exceptionalities, and this book will be a great reference when it comes to thinking about the feelings of my students, and remembering to push through and fight for these students when no one else will. Sometimes the classroom is the only place where students feel like they belong, and it will be my job to make it feel that way. I want all of my future students to know that I care about them and about what happens to them, and that I want them to succeed, rather than setting them up to fail. Somebody Else's Kids by Torey Hayden was a very fast read and I recommend it to not only those going into education but anyone in general. It was definitely an eye-opener.
Monday, December 3, 2012
Chapter 33
In this chapter Torey is getting ready to throw a small party in her classroom to celebrate her birthday and Lori's "reading" success, as well as to mark the end of the year. The day before, Tomaso announces to everyone that he is moving back to Texas to live with his Uncle Iago, and seems incredibly excited. He then becomes more excited when he realizes that the party the next day can also be a going-away party for him!
When the party comes along, everything seems to be going well. Part-way through the party Torey notices that Tomaso is no where to be seen. When she asks Lori if she knows where he is, Lori tells her that he is in the closet crying because he already misses them. Torey goes to talk to Tomaso, and he is very upset because he does not even know his uncle and he wants to stay with his foster parents and with the class. He tells her that he is tired of moving. He then says, "I don't see why I should have ever bothered to do anything. I don't see why I ever bothered to be good, if they're going to make me go away. It doesn't matter now, everything I did." (pg. 319). Then he tells Torey that he is never going to like anybody again, because he knows that he will just have to miss them when they are gone. Torey tells him that that is all a part of caring about somebody. After a while, Tomaso does come out and join the rest of the party.
At the end of the day Torey waits with Tomaso for his bus. He starts telling her that his father (again, deceased) has come back from Spain and that he has come to pick up Tomaso so they can live together. He continues to repeat this. When Torey looks at Tomaso and makes eye contact, Tomaso finally says, "No, I'm not. I know that. I'm going to live with Uncle Iago. I'll never live with my father." (pg. 321). He then holds on to Torey until his bus comes.
This was a very touching moment to read because Torey has worked so hard to create and maintain a relationship with Tomaso, there have been many signs along the way telling of Tomaso's feelings about Torey and the class, and this was like the last piece of the puzzle. It is devastating to think about the students who don't put any trust/time into caring about people because they know they are just going to leave. They have the mindset that there's no point in 'being good' if they just have to ripped away from people all the time. With that in mind, what is there really to give them the incentive to care? I know that the foster system tries to keep students within the same districts or at least not moving them so far apart from previous places, but it still breaks my heart that there are children who have absolutely no stability in their lives, and really don't have much of a say in where they want to be.
When the party comes along, everything seems to be going well. Part-way through the party Torey notices that Tomaso is no where to be seen. When she asks Lori if she knows where he is, Lori tells her that he is in the closet crying because he already misses them. Torey goes to talk to Tomaso, and he is very upset because he does not even know his uncle and he wants to stay with his foster parents and with the class. He tells her that he is tired of moving. He then says, "I don't see why I should have ever bothered to do anything. I don't see why I ever bothered to be good, if they're going to make me go away. It doesn't matter now, everything I did." (pg. 319). Then he tells Torey that he is never going to like anybody again, because he knows that he will just have to miss them when they are gone. Torey tells him that that is all a part of caring about somebody. After a while, Tomaso does come out and join the rest of the party.
At the end of the day Torey waits with Tomaso for his bus. He starts telling her that his father (again, deceased) has come back from Spain and that he has come to pick up Tomaso so they can live together. He continues to repeat this. When Torey looks at Tomaso and makes eye contact, Tomaso finally says, "No, I'm not. I know that. I'm going to live with Uncle Iago. I'll never live with my father." (pg. 321). He then holds on to Torey until his bus comes.
This was a very touching moment to read because Torey has worked so hard to create and maintain a relationship with Tomaso, there have been many signs along the way telling of Tomaso's feelings about Torey and the class, and this was like the last piece of the puzzle. It is devastating to think about the students who don't put any trust/time into caring about people because they know they are just going to leave. They have the mindset that there's no point in 'being good' if they just have to ripped away from people all the time. With that in mind, what is there really to give them the incentive to care? I know that the foster system tries to keep students within the same districts or at least not moving them so far apart from previous places, but it still breaks my heart that there are children who have absolutely no stability in their lives, and really don't have much of a say in where they want to be.
Chapter 32
It is mid-may and Torey is now going to be involved in the decision-making process for placing the students that have come to her class. Claudia will go back to her school once the baby is born, that was the easiest decision. Torey knows that what Claudia needs is NOT more isolation but to be with her peers and live as normal of a life as she can with a new baby. Torey thinks Tomaso is ready for fifth grade in a normal classroom the next year, as his temper has been quite subdued, and he has learned to handle situations in a more controlled manner. Boo will be going to a private school where they still allow separate instruction of those with autism. With the mainstreaming law, it has been hard to find a place for Boo to get the attention he needs within the public schools. Lori was the one that Torey had heard nothing about. She was sure that Lori could fit in in a second grade classroom the next year. When she talked to the principal he told her that it had already been decided. They basically did not ask Torey to meet because they knew she would disagree: they would be holding Lori back. Torey was furious and told him that no matter what they did she was not going to learn to read like the other students, and that she can do everything else so why punish her for having a disability? When the principal tells Torey that they cannot put that kind of a burden on the second grade teachers, Torey says, "And we can lay it on Lori? We've half killed this girl already with our stupid ideas. She's already failed one grade; how is it going to be failing another? The child has a physical disability. You could keep her in first grade until she is a gray-haired grandmother and she may never learn to read." (pg. 308).
The principal told Torey that the decision had already been made and that Lori's father had already agreed. When Torey was in the classroom the next day, she helped Lori read a book. Of course, the book only contained two words total and Torey told Lori what they were, but Lori WAS able to distinguish a difference between the two words in the story. After many repetitions, Lori had memorized the story and was so excited about being 'able to read'. Torey knew that Lori was not really reading, but she also knew that with this kind of technique Lori would be able to cope with necessary reading (signs, etc.) with practice.
I felt very sad when the principal, Lori's general education teacher (who has really had it out for Lori since the beginning), and Lori's father decided that retaining her would be the best idea. It is clear that with her disability reading is never REALLY going to come to her, she will simply have to look at shapes of words and use other means of communication. Her speech is totally normal and other subject areas can have modifications made for her to do them. I really hope that they will change their mind about retaining Lori, especially because her twin sister will be moving on to the next grade, and Lori does not NEED to stay in first grade.
The principal told Torey that the decision had already been made and that Lori's father had already agreed. When Torey was in the classroom the next day, she helped Lori read a book. Of course, the book only contained two words total and Torey told Lori what they were, but Lori WAS able to distinguish a difference between the two words in the story. After many repetitions, Lori had memorized the story and was so excited about being 'able to read'. Torey knew that Lori was not really reading, but she also knew that with this kind of technique Lori would be able to cope with necessary reading (signs, etc.) with practice.
I felt very sad when the principal, Lori's general education teacher (who has really had it out for Lori since the beginning), and Lori's father decided that retaining her would be the best idea. It is clear that with her disability reading is never REALLY going to come to her, she will simply have to look at shapes of words and use other means of communication. Her speech is totally normal and other subject areas can have modifications made for her to do them. I really hope that they will change their mind about retaining Lori, especially because her twin sister will be moving on to the next grade, and Lori does not NEED to stay in first grade.
Chapter 31
In this chapter all seems to be going well until Boo has a huge meltdown. Torey had been outside with the children and Claudia had taken Boo inside to go to the bathroom. Suddenly Claudia comes running out the door and tells Torey to come help. When they all get inside, Boo is inside their normal classroom. This was because on the way back from the bathroom Claudia wanted to grab her sweater. There had been some early start on construction in the school for the summer, and since Torey's classroom was empty they must have decided to store things in there. There was a huge sheet of fiberglass insulation leaning against the cupboard. The side facing Boo was the shiny Mylar covering. Boo's body was trembling and his head was moving back and forth. He would flap his arms, and when he stopped he would grab his upper arms and "rake his fingernails down them". This created long/deep scratch marks in his arms. He even started to do this to his face until it bled, and started to pull out chunks of his hair. Torey and Tomaso worked together to get him into a corner, as he had been running around the room when they initially tried to get him under control. Once Torey got to him, he scratched her cheek and even bit her. Finally she got him into a position where he could not move his arms or bite her, and waited for him to calm down.
Claudia felt terrible about the situation, and repeatedly said that it was her fault for bringing him by the classroom. Torey told Claudia that it was definitely not her fault and that she could have never known that something like that was going to happen. Claudia started asking Torey if Boo will ever get better, and asked about the other children that come to their classroom. She tells Torey that her father told her it was a class for crazy kids before they have to be locked up as adults. She says, "I always thought crazy people were bad. Like Jack the Ripper or Son of Sam. I was scared to even think about them. But that isn't the way it really is, is it? Boo isn't bad. Or Tom or Lori." (pg. 302). They then go on to discuss whether or not people are good or bad, and Torey tells Claudia that no one is good or bad, and that those are just words.
Claudia responds, "No one's really any different, are they? We're all just pretty much the same." (302).
I thought this chapter was fairly interesting. Boo has made so much progress throughout this book, and he hadn't had a real meltdown in quite some time. It just goes to show that no matter how much progress one has made with a student there are still going to be some unexpected situations. I feel like he had this outburst because of the construction materials that had been placed in the room that were way out of the norm. Aside from that, I would have no idea why he resorted to hurting himself in the process. It's pretty scary to think about being in a situation like that, and I don't think anything besides a similar experience could really prepare anyone for handling it. I just hope that I have the right tools, support systems, and instincts to handle the situation in a safe way for everyone involved.
Claudia felt terrible about the situation, and repeatedly said that it was her fault for bringing him by the classroom. Torey told Claudia that it was definitely not her fault and that she could have never known that something like that was going to happen. Claudia started asking Torey if Boo will ever get better, and asked about the other children that come to their classroom. She tells Torey that her father told her it was a class for crazy kids before they have to be locked up as adults. She says, "I always thought crazy people were bad. Like Jack the Ripper or Son of Sam. I was scared to even think about them. But that isn't the way it really is, is it? Boo isn't bad. Or Tom or Lori." (pg. 302). They then go on to discuss whether or not people are good or bad, and Torey tells Claudia that no one is good or bad, and that those are just words.
Claudia responds, "No one's really any different, are they? We're all just pretty much the same." (302).
I thought this chapter was fairly interesting. Boo has made so much progress throughout this book, and he hadn't had a real meltdown in quite some time. It just goes to show that no matter how much progress one has made with a student there are still going to be some unexpected situations. I feel like he had this outburst because of the construction materials that had been placed in the room that were way out of the norm. Aside from that, I would have no idea why he resorted to hurting himself in the process. It's pretty scary to think about being in a situation like that, and I don't think anything besides a similar experience could really prepare anyone for handling it. I just hope that I have the right tools, support systems, and instincts to handle the situation in a safe way for everyone involved.
Sunday, December 2, 2012
Chapter 30
In this chapter Torey talks about how the year is winding down, and how many of the classes/grades are having programs and plays to celebrate different events (Mother's Day, May Day, end of school year, etc.) Lori cannot stop singing the songs from the first grade program, because her sister Libby had taught her all of the words. Torey feels bad because she doesn't have the time to create a program for her own students. She talks about how she wishes she could help Lori and for Lori to have some kind of normalcy. She says:
"It must have been hard. Hard being seven and relegated to the never-never land of a class like this. Hard wanting to be like everyone else and never quite understanding why you couldn't be. I had underestimated Lori. I had believed that if I could get her away from all the pressure of things she was incapable of, away from the abuse and humiliation, that was all she needed. I was wrong. This was not where she wanted to be. My room was safer, easier, but it was second choice. If she had had her way--if she could have managed it--Lori would have been a "real" first grader." (pg. 292).
I think a case like Lori's would be almost more difficult than that of a child with severe mental limitations. In all other aspects besides reading, Lori is a 'normal' even BRIGHT child who is fully aware that she is being separated from others and made to feel different. I hope that I will be able to have a classroom where although everyone has different abilities and some have exceptionalities, everyone will still feel like they belong there.
Torey then brings her guitar. Lori decides that she wants to do an act in the upcoming talent show. The other students aren't very enthusiastic about it, and neither is Torey. They end up singing made up verses to "He's got the whole world in His hands", naming each of their small classroom's students as the song goes along. It was a very united moment for Torey's small class.
"It must have been hard. Hard being seven and relegated to the never-never land of a class like this. Hard wanting to be like everyone else and never quite understanding why you couldn't be. I had underestimated Lori. I had believed that if I could get her away from all the pressure of things she was incapable of, away from the abuse and humiliation, that was all she needed. I was wrong. This was not where she wanted to be. My room was safer, easier, but it was second choice. If she had had her way--if she could have managed it--Lori would have been a "real" first grader." (pg. 292).
I think a case like Lori's would be almost more difficult than that of a child with severe mental limitations. In all other aspects besides reading, Lori is a 'normal' even BRIGHT child who is fully aware that she is being separated from others and made to feel different. I hope that I will be able to have a classroom where although everyone has different abilities and some have exceptionalities, everyone will still feel like they belong there.
Torey then brings her guitar. Lori decides that she wants to do an act in the upcoming talent show. The other students aren't very enthusiastic about it, and neither is Torey. They end up singing made up verses to "He's got the whole world in His hands", naming each of their small classroom's students as the song goes along. It was a very united moment for Torey's small class.
Chapter 29
In this chapter a woman named Ariadne Boom comes into Torey's classroom. She came from the state Office of Public Instruction. Torey talks about how Ariadne was known for always jumping on different bandwagons and right then she was specifically interested in special education classrooms, so she was making 'a tour' of different classrooms and was assigned to observe Torey. Torey becomes very nervous but things go well overall. When she talks to Ariadne the toughest thing she was asked was which educational model she adhered to. Torey did not know, because she didn't really have a specific philosophy that she followed. She just tried new things when others didn't seem to be working, and kept using certain tactics that were effective.
As much as I am interested in different teaching philosophies, psychologist theories, and so on, when you actually get into a school it is going to be a whole different world. Sure I think there will be times that in hindsight will match up with a certain philosophy or some theory, but I highly doubt I will consciously be trying to align every action I take with a certain textbook philosophy. This is why I think although college class experiences are good, it is the field experience and practicums that will really get us ready for what we are going to have to do in a school setting. It's nice to know some of the background information, but every teacher is going to have slightly different goals from others, and those goals will always be changing.
As much as I am interested in different teaching philosophies, psychologist theories, and so on, when you actually get into a school it is going to be a whole different world. Sure I think there will be times that in hindsight will match up with a certain philosophy or some theory, but I highly doubt I will consciously be trying to align every action I take with a certain textbook philosophy. This is why I think although college class experiences are good, it is the field experience and practicums that will really get us ready for what we are going to have to do in a school setting. It's nice to know some of the background information, but every teacher is going to have slightly different goals from others, and those goals will always be changing.
Chapter 28
In this chapter Torey discusses some of the progress of her students. Lori is actually excelling in all of her subjects (besides reading and writing of course). She tries to give Lori as many activities that don't involve reading as possible. When something requires reading, Tomaso will do the reading or writing for Lori, and Lori will tell him what to write.
Tomaso is also making progress. He no longer uses vulgar language (or at least almost none). He is able to control his temper much better and does not become as quickly frustrated with tasks as he used to. He still talks about his father as though he is alive, but it is becoming less and less. As far as reading goes, he has learned 18 months of reading skills in 6 months. Math is still somewhat of a struggle. He understands basic concepts but gets confused when he is faced with word problems, as he is not sure how the words related to the equations he is used to.
As a math TA this is something that I see a lot (having trouble taking information from word problems to set up equations). I think that so many teachers throughout the years try to ignore a lot of the word problems (at least in my schools). Many of the teachers would assign them as extra credit, and proclaim them to be more difficult which immediately discouraged the students from ever wanting to solve them. The key is really to break the problem up step by step, pulling out tiny bits of information as you read along.
Claudia missed a full week of school, and when Torey tried to get a hold of her family no one would answer. When Claudia returned the next week she looked ill, but went to work as usual. Claudia informed Torey that she started seeing a psychiatrist and that she was happy about it. Torey was happy to hear this but was still worried as something seemed off. When Claudia told her more about the psychiatrist she was seeing and how her parents decided to let her talk to someone, she casually revealed to Torey that she had tried to kill herself the weekend before. I thought this was interesting because through the whole book Torey had talked about her worries about Claudia and how she was sure she was suffering from some sort of depression (of course, this is all written in hindsight, so who knows how many of the signs she actually noticed at the time, but still).
It makes me really sad to know that there are CHILDREN who try to commit suicide. Although this is a tragedy no matter the age, it really bothers me that a child, whose life is supposed to be simple and care-free, could hate the world or themselves so much that they don't feel like they can go on any longer.
Tomaso is also making progress. He no longer uses vulgar language (or at least almost none). He is able to control his temper much better and does not become as quickly frustrated with tasks as he used to. He still talks about his father as though he is alive, but it is becoming less and less. As far as reading goes, he has learned 18 months of reading skills in 6 months. Math is still somewhat of a struggle. He understands basic concepts but gets confused when he is faced with word problems, as he is not sure how the words related to the equations he is used to.
As a math TA this is something that I see a lot (having trouble taking information from word problems to set up equations). I think that so many teachers throughout the years try to ignore a lot of the word problems (at least in my schools). Many of the teachers would assign them as extra credit, and proclaim them to be more difficult which immediately discouraged the students from ever wanting to solve them. The key is really to break the problem up step by step, pulling out tiny bits of information as you read along.
Claudia missed a full week of school, and when Torey tried to get a hold of her family no one would answer. When Claudia returned the next week she looked ill, but went to work as usual. Claudia informed Torey that she started seeing a psychiatrist and that she was happy about it. Torey was happy to hear this but was still worried as something seemed off. When Claudia told her more about the psychiatrist she was seeing and how her parents decided to let her talk to someone, she casually revealed to Torey that she had tried to kill herself the weekend before. I thought this was interesting because through the whole book Torey had talked about her worries about Claudia and how she was sure she was suffering from some sort of depression (of course, this is all written in hindsight, so who knows how many of the signs she actually noticed at the time, but still).
It makes me really sad to know that there are CHILDREN who try to commit suicide. Although this is a tragedy no matter the age, it really bothers me that a child, whose life is supposed to be simple and care-free, could hate the world or themselves so much that they don't feel like they can go on any longer.
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