Braden, Kaelin and I spent the better part of Sunday working on a volcano project that was due today. As Braden was running out the door, he forgot his trumpet at home. I don't blame him; he loves science, and carrying the huge volcano project was his priority. The project along with his thirty pound backpack and trumpet case would have been serious overload going to school this morning.
Right now, it's about 3:00 in the afternoon. Braden should be in band... and subsequently should be getting in trouble for forgetting his trumpet. Below is a texted conversation between B and me. I'm going to assume that if you're reading this blog, you're also familiar with what texts from dyslexics might look like, so I'll also assume you'll pick up on what he's trying to tell me.
I spoke with Ms. C, and was told the following:
- Braden was playing games on his iPad while in band when he was supposed to be "air playing" a fake trumpet for practice.
- He doesn't know the pass code to his iPad. So how exactly was he able to play games (instead of fake-play his trumpet) if a teacher didn't log him on? Someone must've unintentionally allowed him to see his pass code for him to log on unsupervised.
- He refused to go to his remedial reading program before school. This is the program where they flash words like cat and dog on a computer screen and he's expected to read it, say it, and touch it. (As an aside, he hates - hates - this program.)
- He's had a rough day all around.
Why any of those points should matter when I'm calling about a bullying incident is beyond me.
As for the bullying issue:
- She doesn't see how the project is damaged.
- From what she could tell, everything is fixable.
- She asks that I remind Braden that this is the second time he's had his iPad taken this year, and if it gets taken again, he's no longer allowed to bring it back to school.
Good to know the school is addressing bullying so effectively.
I know Braden has a story, his own version of events. The words are there and he can't get them out, especially when he's upset. You can even see through his texts that he relays events in a jumbled up context. So this poor kid has something he needs to say; it just won't come out. Unfortunately, B's brand of dyslexia affects his speech, too. So let me translate what happened from his point of view based on the texts:
- Ms. H (the teacher he has before band) said he could play on his iPad. (She probably entered the pass code so he could do so.)
- He was not aware that he could pick up his project after band and before coming home. That's why he brought it with him.
- With no clear motive, the other kids on the band bus started pulling the grass off of his volcano project and ruined it in his eyes.
- He was still playing games with his iPad in band because no teacher - at any point - ever told him he was no longer allowed to play.
- He ended up getting in trouble and getting his iPad taken away.
- He feels like he was first bullied - and when he tried to report it, he was the one who got in trouble. The other kids essentially got away with picking on him.
This is what life is like when a child literally doesn't see the world the same way everyone else does. Always remember when working with dyslexics that instructions need to be clear, precise, and consistent:
- Yes, you can play with your iPad while you're in my class, but when you leave my classroom, you need to turn it off.
- Don't forget to take your volcano projects home today. For now, you can leave them here and pick them up before you catch the bus home.
- I know I let you play with your iPad in band last time, but today I want you to pretend you have a trumpet to practice with. Please put your iPad under your seat or give it to me.
Every word counts. Every sentence has meaning beyond your intent. Be clear. Be precise. Be exact in what you want to say. Take my advice and the issues Braden had today will be minimal in the future.
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