After a posting about techniques to handle neurodiversity in the classroom, this response was seen on a teachers’ list:
…if the kid speaks English twice during a given class or disrupts me or other students twice in a given class, they have to go to the office with a thick grammar packet. Then I make sure we have an especially fun class.
How about this?
…if the kid who isn’t double-jointed removes his leg from behind his neck twice during a given class, they have to go to the office with a thick grammar packet. Then I make sure the rest of the students, who of course are all double-jointed, have an especially fun class.
Or this?
…if the Deaf kid insists on watching the interpreter instead of me during class twice, they have to go to the office with a thick grammar packet…
I get it. You’re neurotypical. You don’t think kids “disrupting” class is anything but voluntary. Maybe your post simply omitted your efforts to understand why this child is doing things you find unacceptable in class. I hope so. I’ll choose to believe so, because the “beat down the nail that sticks up” attitude doesn’t belong in a TPRS classroom.
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