tag:blogger.com,1999:blog-3465642626648012553.post2203964308506386711..comments2023-10-05T11:02:57.783-04:00Comments on Up Up, The Blog: Teaching MomentsAnonymoushttp://www.blogger.com/profile/03753553949885480109noreply@blogger.comBlogger4125tag:blogger.com,1999:blog-3465642626648012553.post-61699670137142000912007-11-19T17:53:47.000-05:002007-11-19T17:53:47.000-05:00This is a student I've struggled with too...we...This is a student I've struggled with too...we probably all have. I love the earlier responses here.<br><br>I've never done writing workshops in my own classes. (Not whole class ones like what I think you're speaking of) While reading what you wrote, I was reminded of my own writing teachers who changed up feedback structures in class to balance the amount of time each student had. I wonder if doing something like having people go around in a circle and respond or more formal structuring like choosing certain people to respond on a given day might help in a situation like this. I know that the more you structure the less you are decentering the classroom...but at the same time it might be less disruptive and help balance out the student dynamics too.genevievenoreply@blogger.comtag:blogger.com,1999:blog-3465642626648012553.post-66425325125788318042007-11-19T16:58:19.000-05:002007-11-19T16:58:19.000-05:00That sounds tough.I think it depends upon the sour...That sounds tough.<br><br>I think it depends upon the source of the difference. If it is nature, then B&P has a good point. If it is nurture, that is more complicated.<br><br>I had an employee once who had a bright son and she focused TOO MUCH on developing his IQ potential, to the neglect (criminally so IMO) of his EQ. Poor kid...he was so left of center it made my heart ache for him.<br><br>Julie<br><a href="http://theartfulflower.blogspot.com/" rel="nofollow" rel="nofollow">Using My Words</a>juliepipperthttp://juliepippert.wordpress.com/noreply@blogger.comtag:blogger.com,1999:blog-3465642626648012553.post-71002322710920528672007-11-19T16:16:33.000-05:002007-11-19T16:16:33.000-05:00That's really interesting. I never thought of...That's really interesting. I never thought of it in terms of establishing rules with him. I suspect that this might be just the kind of thing that would work. It's so hard to figure out what to do and how to respond -- what is appropriate and what is not. Often I find that he doesn't read body language at all -- he doesn't even look for it -- so then it's a question of when to be explicit and when to just let something go.Juliehttp://letter9.wordpress.comnoreply@blogger.comtag:blogger.com,1999:blog-3465642626648012553.post-86140163151297640312007-11-19T15:35:51.000-05:002007-11-19T15:35:51.000-05:00I can only think of two students I've had who ...I can only think of two students I've had who have been like this - and even then, not exactly what you've described (more plain aggressive or ADHD and less Asperger's). I have a friend, though, who has Asperger's, and one thing that frustrates her is that it's socially inappropriate to tell people when they're being socially inappropriate. She wants clear, straightforward feedback when she does anything unusual or potentially offensive - not raised eyebrows or subtle signals. From what you've described, I wonder if your student might be the same way - the type who might appreciate straightforward rules: it's inappropriate to answer more than three questions per hour, or three questions in a row. <br><br>This post just gives me chills, as you might imagine.bubandpiehttp://bubandpie.blogspot.comnoreply@blogger.com