Superboy to the Rescue!

Teachers constantly learn. They often cite professors, colleagues, principals or researchers as their most influential or memorable educators. Mine is different. My greatest teacher of struggle, perseverance and triumph is my student, Billy Chrobak.

Recently Billy looked up at me with his big brown eyes and said, "Welp Miss. Mac. uhm, thanks, uhm, I would never have written this big 'ole paper without you." Then, he smiled, holding his paper with delicate pride and ran away to walk home with his friends. Billy and I started at the same elementary school this year. I was a new teacher's assistant and he was a new third grader. I have been inspired to learn more pedagogy and teaching strategies as a result of interactions with Billy than any other interaction with teachers or courses of study. He proves the old wise tale that a teacher teaches for the love of his/her students.

In the beginning of the year, we all knew that Billy was an incredibly troubled child and was prone to fits of rage. As the year progressed, we recognized that during quiet times, he often whispered opera verses in vibrato to himself. We began seeing Billy’s talents in small ways, giving us hope that we would be able to pull him out of his doldrums. In defining his doldrums, it was important to note that Billy had lost two fathers. His first Father was arrested in front of his eyes when he was four and remains in jail today. His second Father died next to Billy in a car accident, a week before he was to marry his Mom and adopt Billy. His mom is only fifteen years older than Billy. When Billy arrived at school, his behavior was completely unchecked and his emotions were highly volatile.

As the school year progressed, it became painfully obvious that Billy had a learning disability as well as a multitude of emotional difficulties. The school tested Billy and set up an IEP. The resource teacher and psychologists began pulling Billy out for twenty minutes a day! That was it!!! These minute changes improved Billy's organizational skills and control over his emotions.

I began to think about how I could make small changes like the ones in Billy's IEP to specialize my classroom as a whole, to make education special for all my students, not just ones who need IEPs. I realized the importance of varying assessment techniques and gearing lessons toward multiple intelligences. (Gardner)

As I thought about new ways of introducing material, building lessons and assessing understanding, I became frustrated. Even though Billy’s IEP was helping him organize his thoughts and control his emotions, he was not writing! One day, Billy said, “You know what Miss Mac? I don’t really like writing about Puffins, I would rather write about Seals. I know tons about them, why don’t you just let me write about what I want to write about?” It seems obvious to me now, but it took Billy pointing it out to me: gear lessons around what kids are interested in!!!

Not only did Billy teach me about pedagogy and teaching strategies, he also strengthened my resolve that every child can improve behaviorally. In the beginning of the year, Billy would clench his fists in people’s faces, growl, blurt out cruel comments and laugh at students’ mistakes. The students did not like him and resented the way he treated them. He did not play with children at recess and did not talk to anyone at lunch. As the end of the year approaches, Billy has exchanged his old, inappropriate antics for a more gentle, comfortable and friendly demeanor. Constant reminding, modeling behavior and many conversations about the importance of positive relationships has expedited Billy’s transition. Today, you will see Billy hold doors for friends and raise his hand to answer questions. You will hear Billy say things like, “Excuse me, thanks, no thanks, please, and let me help you with that.” Billy likes himself more and as a result, his peers have accepted him.

One of Billy’s strengths has become empathy. Recently, Billy has come to the rescue during problems in class. He works to solve problems fairly and quickly. Some of the kids have called him ‘superboy’, much to his amusement! We would have never guessed it at the beginning of the year, but through hard work, Billy has emerged.

Billy is not much different from any other elementary school child. He learns despite his exceptionalities. While my research in my teacher’s program gave me the theoretical knowledge to access different ways of teaching, it was Billy who taught me the importance of doing so. Billy sticks in my mind as the one person who taught me to personalize education. As I meet new students, I will forever be reminded of my experience with Billy. All children can learn and can blossom into the type of person who will improve everyday life.

-- Kate McLaughlin, American University