The fourth-grade class at Allen Elementary School is a unique yet connected group

of learners. Each student struggles with their own challenge and triumphs in their own

strength, but the underlying issues unite the class and the school as a whole. Almost all

students in my class come from families of low-socioeconomic status, which affects their

home lives, and in turn, their academic and social lives. Although the set of faces among 20-

some students is fairly diverse, including white, Hispanic, black, and mixed students, the

hardships they experience are not easily hidden behind those faces. The anger and

behavioral issues surface almost daily when students decide they simply do not want to

complete a task or when they become frustrated with an adult or fellow student. Although

the outbursts can create a difficult and disruptive environment at times, authentic and

engaging learning experiences can “flip a switch” in the minds and hearts of these learners.

Much of the change of heart and attitude throughout any given time of the day can

be credited to Miss Carder. Miss Carder truly captures and displays what it means to see

and love students through the eyes of God. Because of the patient and loving classroom

community she creates, students are challenged to rise above their underlying anger and

produce quality work and become caring classmates. Miss Carder’s classroom is designed

to foster love, motivation, and creativity. From inspirational encouragements on the wall to

the way students are grouped together for learning, Miss Carder makes an intentional

effort to reduce easily avoidable problems and encourage all students to continually do and

be their best. Her behavior management plan, which was essentially a tally mark system,

was fair and effective. Although some students approached the behavior management plan

with that attitude of, “Fine, give me a tally – I don’t care,” it was telling as I watched those
same students continually ask Miss Carder how many tallies they had so far with the hope

that they could improve throughout the day.

Ultimately, every aspect of the classroom and school was purposefully placed to best

meet the needs of each individual learner. The daily intervention for students with IEPs

and other undiagnosed learning disabilities was implemented as a tool rather than a crutch.

Students came back from those sessions wanting to try harder and wanting to grow as

learners. Although a typical day was far from perfect, students could always count on the

teachers and staff at Allen Elementary School to remind them of their mission and that they

are responsible for their own learning and behavior – two of the most powerful tools

available to them.