Everyone has a story.

Each individual on this earth has events and aspects of

their life that has lead them to the exact spot they are in right now. More specifically,
every student has their own story. Every student has many different areas of their life
that influence their learning experience, and impact the way they learn in the classroom.
There are countless factors that stimulate students learning in and out of the classroom.
However, sometimes these factors are not so obvious and clear right away, rather, it
takes trial and error, many observations, lots of questions, and other resources to help
us as educators to uncover these stimuli. The story of my student, Kaitlin, was not
apparent to me right away. It took me many visits and many conversations to unveil the
truth about Kaitlin. God created each human for a reason and with purpose. God
fearfully and wonderfully created, yet she was faced with a reality that not most four-
year-olds face: Kindergarten. Kaitlin’s story in Kindergarten began quite early—earlier
than most students, and I didn’t know about that until after I thought I had Kaitlin figured
out. My lens was shifted once I found out Kaitlin’s age, and my lens was changed into a
new perspective: a hopeful perspective and a perspective that still showed her as a
Child of God no matter her age. My student story shows the thoughts that could run
through Kaitlin’s, as well as my own, and provides a glimpse on how each part of our
story is influential towards learning.
Dear Diary,
Hi Diary. My name is Kaitlin. I am four years old. I am in Mrs. Winston’s class at Lake
Elementary. I just started going to Kindergarten each day. I am confused because all of
these other kids in my class are one year older than me. They are all five years-old, but
I’m only four. I wonder why my mom and dad wanted me to go to kindergarten so early.
Maybe am I just that smart? Maybe mom and dad needed to find a place for me to go
during the day while they are working. What would I do if I wasn’t in Kindergarten yet?
Would I still learn? Why are there no other four year olds in my class? Do their mom
and dad’s love them more? I wonder all these things. I don’t know too much. But I know
that I’m going to kindergarten because mom and dad told me so. I heard them talking
about how they had to sign this paper thing to tell the people in charge that I’m allowed
to be in Kindergarten. When I asked Mom, she told me that she read this in the State
School Aid Act of 1979 “If a child does not meet the minimum age requirement to be
eligible to attend school for that school year under section 1147 of the revised school
code, MCL 380.1147, but will be 5 years of age not later than December 1 of that school
year, the district may count the child in membership for that school year if the parent or
legal guardian has notified the district in writing that he or she intends to enroll the child
in kindergarten for that school year” (Legislative Council). I think since mom and dad
both work and are busy doing their job, they wanted me to come to kindergarten. I wish
I could tell them that I feel so small in the classroom. Sometimes other kids make fun of
me for being so small, and that they’re smarter than me because they’re older than me.
Will I get to do kindergarten again? Maybe if I do Kindergarten again I will be smarter
next year. It makes me sad to think about how being four makes me not as smart as the
other kids in my class. Miss Libby is my friend who comes to help me in my class. I
wonder if Mrs. Winston knows I’m only 4. I wonder if Miss Libby knows I’m only 4, then
maybe she would know that’s why I can’t do things. Yesterday she asked me what 10
+5 is, and I want to tell her that I’m only 4 so I can’t do it. But Miss Libby just tells me
that I can do it, and that makes me feel better. I just wish I knew why I started
Kindergarten so early. I wish mom and dad would tell me, because I think they told Mrs.
Winston. Maybe Mrs. Winston will tell me. But for now, I’ll just do my best.
March 14, 2017
Observation 4

Dear Diary,

Today my mentor teacher, Mrs. Winston, pointed out to me my two students that are at
risk of having a learning disability. Hunter is the first student she pointed out, but even
without explicitly telling me, I would have assumed that something was up with Hunter.
Hunter sits at a desk by himself—giving me the first impression that he needs an
isolated learning space. The second student, Kaitlin, took me by surprise. I never
noticed Kaitlin in my first three visits; why didn’t I notice her? Are her at-risk behaviors
not obvious, meaning I just need to pay more attention? So far, Kaitlin has been
following instructions and going about the activities planned in the classroom. I am
interested and intrigued as to why Mrs. Winston assigned me Kaitlin, but I guess we’ll
find out. Hopefully.
Dear Diary,
So far, Kindergarten is going pretty well. I think it’s just so fun. Each day, Dad wakes me
up to get ready for school. I wake up and I run downstairs to have my favorite cereal,
Frosted Flakes. Then, I go back upstairs and brush my teeth so they’re nice and clean.
After that, I put on the clothes that Mom laid out for me. Mom isn’t home right now,
because sometimes she works at these weird times. I always ask Mom what her job is,
but I always forget. It’s kind of hard to keep track of all that. But sometimes Mom is gone
when I’m sleeping, and sometimes Dad is gone. It depends on what day it is.
Sometimes, I go to bed really late because I can’t fall asleep until Mom and Dad are
home. When I go to bed late, I’m really tired the next day. Sometimes I feel like I just
want to take a nap while I’m at school, but we can’t nap at school usually! Anyways, I
put the clothes on that Mom laid out for me. I usually wear the same thing each day:
navy blue pants and a green shirt. Sometimes I wear a white shirt. My outfits are really
boring; I wish I could wear whatever I wanted. If I could, I would wear my pajamas to
school! Wouldn’t that be so fun? Mrs. Winston always tells us we have to keep our
shirts tucked in. It’s kind of annoying, because I don’t even mean to make my shirt come
untucked, it just does when I play. Mrs. Winston always tells us that “the personal
grooming of students should be in accord with the standards set by the uniform dress
code. Students should be clean and neat when at school” (River City Scholars).
Sometimes it’s hard to be so neat and clean like Mrs. Winston wants me to. Sometimes
Mom and Dad don’t have time to clean my clothes because they work so much and they
don’t have much time to do the wash. So really I just can’t help but color on myself and
spill my snacks. I try not to but it just happens by accident. After I get dressed I brush
my teeth and my Dad tries to put my hair into my ponies. He’s not very good at it.
Sometimes when I get to school I ask Miss Libby to fix it, she’s a lot better at doing
ponies than my Dad is. Then, I grab my snack and we get into Dad’s car and he drives
me and my brother, Trevor, to school. Except sometimes I forget my snack. I sometimes
forget to have breakfast, but I know my school will have breakfast for me and Mrs.
Winston will give me a snack when I forget it. I really like going to school with Trevor.
Trevor is in 3rd grade. Sometimes, I see him at school and he waves to me. I also
sometimes see him on the playground. Oh my goodness, recess is my favorite thing
about school. It’s just the best. I love to run around and play pretend. I could play
outside for recess for hours. Even when I get home from school I play outside for such a
long time. I love to be outside.
March 28, 2017
Observation 6

Dear Diary,
Today, I had the chance to speak with Kaitlin. Kaitlin is slowly growing an attachment to
me, and is beginning to recognize me when I walk in the classroom. I’ve noticed that
Hunter has been absent from the classroom due to his disruptive behavior in the
classroom, so I think I’ll focus on Kaitlin now.

Kaitlin loves to talk to me, she once took the time to tell me her morning routine before
coming to school in response to my question: “How has your day been going so far,
Kaitlin?” Her home life is something I wish I knew more about, but all I have is the time
Kaitlin has told me about her morning before school. She has trouble remember what her
Mom and Dad’s jobs are. But she does remind me frequently that she wishes she could
nap in school because she goes to bed so late. I believe her Mom and Dad’s occupations
play a role in this because Kaitlin tells me she’s afraid when they aren’t there. Do they
have a nanny? Do her parents leave her alone with her brother? Kaitlin’s parents seem
to be not as involved in Kaitlin’s life, which is why Kaitlin is lacking sleep, coming to school
without a snack, and why her clothes are typically stained with marker. Kaitlin’s home life
definitely impacts her time at school, and definitely is something I wish I could find a
solution for.

Another interesting trend I’ve noticed with Kaitlin is how much she loves to be active.
Kaitlin is constantly talking about how she loves to play outside and how she could spend
hours running. I believe this shows a strength in Kaitlin’s gross motor skills like running
and being active (Sevensma, 2017c), and goes to show that using these functions help
rejuvenate and recharge Kaitlin. I’m seeing these skills transfer into the classroom—
Kaitlin loves to participate in the songs that involve dancing and movement. I hope that
Kaitlin’s teachers take advantage of Kaitlin’s love of physical activity and use it in
whichever way they can to enhance her learning.
Dear Diary,
I didn’t get much sleep last night. I didn’t go to bed until 10 o’clock. If you ask me, that’s
not enough sleep for a little girl like me. But, it’s really hard for me to go to sleep when
Mom and Dad aren’t home. I’m not sure why, I really think it’s because I’m just afraid. I
told Miss Libby that it’s scary to fall asleep when Mom or Dad isn’t home. Do Mom and
Dad bring me comfort to fall asleep? Am I anxious about being alone? Being tired isn’t
fun because sometimes I try really hard to do my work, but I get sleepy. Sometimes I
have really weak mental energy, but I use the thought of recess to keep me going. Once
I know that I have to finish my work before going to recess, I try to get it done as quickly
as I can. It really motivates me to remember that I can go out and play after I finish my
work. But that sometimes leads me to weak processing and production controls. I don’t
always notice key details or I just rush through my work (Sevensma, 2017a). I can’t help
it, but it’s sometimes hard to do my work easily. I need someone to keep me on track
and I need someone to guide me along. Otherwise, I just get distracted and let other
things get my attention. I know it’s really bad, and I really do like to do things by myself.
When I do things by myself, my attention isn’t the best. But when Miss Libby or Mrs.
Winston help me and keep me focused, it’s a lot easier. I wish I could do it by myself. I
really do. I am determined to finish my work when Miss Libby motivates me. Maybe all I
need is a little motivation. I wonder what would happen at home if Mom and Dad or
even Trevor motivated me to do my work. Maybe I could finish my homework and learn
more even when I’m not school. With motivation, I can maintain my effort. Also, I can
follow the instructions and concentrate until I finish my work. I can even correct my
mistakes and make sure my work is quality (Sevensma, 2017a). Maybe then Mrs.
Winston will hang up my work on the wall. Mrs. Winston does that for kids who do a
good job on their work. My work has never been put up on the wall. I think I should
make that my goal. If only my attention controls were high. Well, they are high when I
have help. I want to have good attention by myself. It’s so frustrating. I hope Mrs.
Winston and Miss Libby know that I am trying my very best. I want to go to first grade
and be smart like the other kids in my class. I want to do things by myself! Maybe if I got
better sleep I could do things by myself. Maybe if I was older, too.
Dear Diary,
Today was a really good day. It was sunny out and it’s starting to get warmer. It’s the
perfect weather to play outside. I don’t like it when it’s cold because then I can’t play
outside. Have I told you how much I love to play outside? I hate reading and I hate
math. I always tell Mrs. Winston and Miss Libby that but they always make me do it
anyways. Sometimes, Mrs. Winston puts on videos that we can dance too, and I love to
do that. I love to jump around and count to 100. It makes counting to 100 so much more
fun. Today, we practiced adding numbers together and taking them away. I did my
worksheet with Miss Libby and I think I did a good job. Miss Libby always tells me that I
have to slow down and read the problem out loud first. I’m confused why she wants me
to do this. Why do I have to read it out loud? It makes it so much easier when I don’t
have to. Sometimes I don’t know how to read: 5 – 1 = ____ Why can’t I just do it in my
head? Mrs. Winston also gets me in trouble because she tells me I have to show my
work. But sometimes I just write down a number and that is it. I don’t know if it’s the right
number, but I write it anyway. The hardest thing for me is knowing what (-) says. Also I
don’t know how to say (+), or (=). It’s just hard. How are you supposed to tell those a
part? It’s really difficult and confusing me to remember what each of those signs are
telling me what to do. Do I take away the numbers or do I add them? Maybe if I knew for
sure what the signs were telling me, I could do the problem the right way. But
sometimes if I don’t know what to do I guess. I think I’m a good guesser. I would like to
think I’m good at it! I think the hard part for me is to tell the difference between
contextualized and academic language. Mrs. Winston said that contextualized language
is just how I talk when I’m having a conversation, but academic language is how I have
to talk when I’m doing a math problem. Academic language is words like: add, subtract,
evaluate, analyze, factor, summarize (Woolfolk, 2013). These are words that I don’t
usually use when I’m just talking normally. Other kids in my class use the right words
and Mrs. Winston gets really happy when they do. She tells them to “kiss their brain.”
Maybe if I practiced more I could more easily recognize what my math problems were
telling me what to do. That way, I could get the right answer and actually understand
what I’m supposed to do, then kiss my brain.
April 11, 2017
Observation 8

Dear Diary,
I’ve noticed today that Kaitlin has a strength in higher-order thinking while computing
math problems. Kaitlin has demonstrated that she can “apply logical approaches to
complex problems” (Barringer, Pohlman, & Robinson, 2010). Kaitlin is very strategic by
drawing dots to represent the numbers in the problem, and cross out or draw more dots
depending on what the problem is asking. I’ve noticed that once Kaitlin can draw this
picture, the problem becomes much easier for her. Counting on her fingers and trying to
do the problem in her head has failed to compute the right answer, so I have been
encouraging her to draw dots—as it’s the best approach for Kaitlin to solve the problem.
Kaitlin lights up when her answer is right, and uses this as fuel to complete the
remaining problems with this method.
Dear Diary,
I have really enjoyed my time in class with Miss Libby. Miss Libby is kind and very
patient with me. I really like to play with her hair because it is so much blonder and
smoother than mine is. I touch it almost every time I am with her. I also like her glasses,
I always try to take them from her, but she don’t like that very much. Yesterday, I asked
her “How old is you?” and she answered and said “Kaitlin, do you mean to say, how old
are you?” I don’t know why she corrected me like that. Am I not speaking the right way?
What was I supposed to say? I also say things when I’m finna do something. I say, “I’m
finna go to the bathroom” or “I’m finna take your glasses” and Miss Libby doesn’t like
that either. Actually, neither does Mrs. Winston now that I think about it. Mrs. Winston
told me I need to “speak proper English” when I use words like “finna” or “ain’t” or when
I don’t always use the correct grammar. But Miss Libby tells me I am speaking proper
English, but I just need to use “Standard Formal English” instead. Miss Libby says that
most teachers are referring to that when they say “speak proper English” (Sevensma,
2017b). Sometimes I don’t even know when I’m speaking Standard Formal English or
not. I wonder if I talk that way because my Mom and Dad talk that way? Or do I talk this
way because Mom and Dad allow it? Why can I speak like this at home but not at
school? According to Sonia Nieto, Miss Libby told me, that we’re supposed to use the
same language in school that we do at home (Nieto, 2012). And if I can talk however I
want at home, shouldn’t I be able to at home? I guess I should just talk fancier when I’m
at school. Maybe that will make me smarter. Miss Libby and Mrs. Winston have told me
that I need to make different word choices. I guess I’ll work on that.
Dear Diary,
Frustrating things happen to me at a certain time at school. We have carpet time.
During carpet time, we have an assigned square that we sit on. I like to wiggle while I’m
on my square, but I do stay on it! I’m really good at keeping my voice level at 0 while I’m
on the carpet. Mrs. Winston teaches us about all sorts of things. We sing songs, we
answer questions about the calendar, we count, we do money problems, we talk about
shapes, and we even do a dance! It’s really fun. Except when I’m on the rug, I don’t like
to talk. I think that it’s just easier for me to sit on the rug and let other students answer
the questions Mrs. Winston is asking for me. I do raise my hand when Mrs. Winston
asks a question, but she rarely picks me. When other kids sing, I just sit there quietly.
The other kids are singing, so Mrs. Winston doesn’t notice too much. Also, when Mrs.
Winston asks the whole class a question and everyone shouts, sometimes it’s not
enough time for me to think about the answer. A lot of the time the other kids just yell
out an answer without thinking about it first. So basically, during carpet time I just sit
there. I don’t even know if I’m learning anything because I don’t have the time or the
opportunity to think about what’s happening. There’s lots of distractions and lots of other
kids who are smarter than me to answer for me. Sometimes it’s nice to just relax. But I
know Miss Libby doesn’t like it. She says that classroom atmosphere and situation isn’t
enhancing my learning. So yesterday, I sat with Miss Libby at her table. Miss Libby was
helping me all throughout calendar time! When I sat with Miss Libby I started to sing the
songs. Miss Libby helped me understand the questions, and I had a little extra time to
think before I could answer. Also, Miss Libby made sure I answered all of the questions.
She also made sure I knew the answer even when Mrs. Winston didn’t call on me.
I liked sitting next to Miss Libby, but I asked Mrs. Winston first just in case she didn’t like
that. Mrs. Winston didn’t seem to mind. I hope Mrs. Winston lets me do it again. I think I
feel more secure and comfortable when I’m with Miss Libby. I like it because Miss Libby
believes in me and doesn’t let the other students discourage me. Because sometimes, I
just feel so discouraged. I feel small and little and sometimes even stupid. I wish I didn’t,
but I tell Miss Libby that I sometimes do.
Dear Diary,
I really like Kindergarten. I like playing outside and being with friends, and I sometimes
do like to learn. Sometimes learning is difficult for me, and it makes me really sad. But
all I need is a little help and encouragement, and then I feel better. I hope that one day
we can figure out just what I need to enhance and better my learning. I have high
hopes, and I love to dream big. I love to smile and laugh and love those around me. I
love to learn and feel accomplished. Even if my learning is different than the way others
learn, I know that that’s OK too.
April 18, 2017
Observation 10

Dear Diary,
A very eye-opening experience for me occurred today. Miss Julie, a teacher aid in the
classroom I am observing, informed me of something that could quite possibly explain a
large majority of Kaitlin’s struggles in the classroom: Kaitlin is five years old, and began
Kindergarten when she was four. I was completely unaware of this. I asked Kaitlin:
“Kaitlin, how old are you?” She replied in a shocked voice and said “Miss Libby, I’m five.
Didn’t you know that?!” In my mind, I replied and said “No, but I wish I did!” This
definitely changed how I viewed Kaitlin, but also proposed a new judgement I placed on
Kaitlin. She’s trying her best, and if her age is what’s limiting her from succeeding, all
we need is some extra time in Kindergarten. I learned that her parents signed a form for
her to be able to start Kindergarten early, and a whole list of questions went through my
mind. I wonder about Kaitlin’s future and if her parents are aware of the setbacks and
challenges Kaitlin is facing at school. I wonder if this is something that will be fixed by
repeating Kindergarten (once she’s of the appropriate age) or if it will be a factor that
affects her schooling experience completely.

I had no idea about the excerpt from Kaitlin’s story. I was trying to read into and find
other parts of Kaitlin’s story that could help give me answers as to why she’s struggling.
Sure, there are many different reasons why Kaitlin learns the way she does—but her
age is one that wouldn’t be top on my list of reasons why. I made a judgement without
truly knowing Kaitlin. I have learned to not make so many snap judgements, and now
look at Kaitlin with an optimistic attitude; as we should for all of our students, no matter
their learning style. They are a child of God and they are able to learn.

I hope that Kaitlin is equipped with the knowledge and assistance she needs to
succeed, because I can see the motivation and effort Kaitlin is showing. Kaitlin has
inspired me to try my best no matter what, and no matter the outcome. My gratitude for
Kaitlin is so great.
 References

Barringer, M., Pohlman, C., & Robinson, M. (2010). Schools for All Kinds of Minds (pp.

33-64). San Francisco, CA: Jossey-Bass.

Dress Code. (2016-2017). In River City Scholars. Retrieved April 23, 2017, from

https://www.nhaschools.com/schools/rivercity/en/At-the-School/Pages/Dress-

Code.aspx

Sevensma, K. (2017a). Attention Controls. [Notes].

Sevensma, K. (2017b). Language. [PPT].

Sevensma, K. (2017c). Motor & Language. [Notes].

STATE SCHOOL AID ACT OF 1979. (n.d.). In Legislative Council, State of Michigan.

Retrieved from http://www.legislature.mi.gov/documents/mcl/pdf/mcl-act-94-of-

1979.pdf

Nieto, S. (Narrator). (2012). Using Home Language as a Resource [Online video].

YouTube. Retrieved from https://www.youtube.com/watch?v=ng_npmrw21o

Woolfolk, A. (2013). Language Development, Language Diversity, and Immigrant

Education. The Learner in the Education Context: Development and Diversity

(2nd ed.). (pp. 51-60). Boston, MA: Pearson.