The First Grade Classroom, Nothing Is Not Of The Ordinary

1285 WordsMar 25, 20176 Pages
Diagnosed Personality Looking upon the second grade classroom, nothing is not of the ordinary. The teacher is guiding a lesson, the students are generously giving their attention, and for the most part, seem to retain the information well. However, there is a latent pressure held within the mind of one little boy. You can hear the repeated tap, tap, tapping of his pencil lead quickly meeting the surface of his spiral notebook. He’s meticulously spelling out T-R-I-S-T-A-N will billions of tiny dots. Tristan Bernhard finds this as a temporary remedy to soothe his unquenchable urge to play pretend basketball through the large aisles of desks in the room. He knows his peers wouldn’t understand his day dream on the court. Not to mention that…show more content…
These were factors that made Tristan unique, creative, and fascinating. Tristan’s parents wanted to avoid having this label placed on any document in fear that it would impact his future likelihood of joining the military or being accepted in an occupation. Therefore, they declined the option to receive medication and instead wanted to address the ADHD as a part of Tristan’s personality. The couple felt it was important to begin teaching Tristan how to fit into the world that didn’t accept his nature. They began to teach him acceptable and unacceptable behaviors in the classroom. He was told that it was all right to be uninterested in the teacher’s content, but he could not run around the room because that would be considered a distraction to the other students. In this sense, Tristan did not interpret ADHD as disability, but rather a natural trait he had. In order to fit his teachers’ behavioral expectations, he designed his own coping strategies. This included “tap drawings,” breaking pencils under his desk, or daydreaming. He found that methods such as these either kept his mind occupied or “took him out of the dull world he was living in and placed him in his ideal.” Although this prevented him from straying from the school’s guidelines, Tristan expressed that he had difficulty learning and absorbing instruction in classes. Despite this hardship, he felt this was the best alternative so that his peers could
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