Tom is
an exuberant, funny, loquacious student in one of my English classes. He keeps us amused, but he also keeps us
distracted. It is all I can do to keep
him on track and working, and sometime even my best efforts deliver but poor
results.
Tom was supposed to be writing an essay for a Veteran’s Day celebration. He had been ‘working’ on this assignment for
two days. On the third day of class, he
sat down at his computer, opened his essay, and told me, “Miss Hall, I need
help with words.”
“With
words?” I repeated, walking over to him.
“Yes,
I don’t know how to begin. I know what I
want to say, but I cannot say it.”
I
looked at his computer screen. In these
two days of class, all he has produced was his cover page with basic
information like name, grade, etc., and a title. Granted, he spent the first day researching
the topic (D-Day and Battle of the Bulge), but I had expected at least an introduction by now.
I told him to start writing. The
ideas would come out rough at first, but once you get started, words often come
easier and you can smooth things out later.
I
moved on to another task. Another
student asked something, I helped him figure it out. Tom was curious in all things but his
paper. He listened as another student
made a phone call to find out if a poem would be acceptable. I looked over at him from my desk where I was
entering attendance.
“Get
to work, Tom.”
“I –
I will.” He began messing with his
chair. The back pivots a little, tilting
to allow someone to lean backwards while sitting in it, and he was pressing it
back, hard, with his hands.
“Don’t
bend that chair back, Tom, you’ll break it.
Another chair has already been broken like that.”
“Sorry." He turned around in his chair and leaned
back, bending the back of the chair with his body. He looked over his shoulder at me. “How do you like how I’m using the chair
now?”
“Tom,
I’m about to get up and walk over to you.”
That
got him to turn around and face his computer.
“No, don’t do that,” he said.
“Save your knees.”
And
finally, he began to type.
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