Tears in the Afternoon

As indicated in my last post, Carl was in tears twice on Friday. Here's the incident that escalated into tears in the afternoon:

Carl was absent on Thursday. I had handed out a Revolutionary War research project that was meant to keep my fifth graders busy until the last day of school. The students don't need to know that I have to get my final grades in long before the project is due...Don't tell.

Anyway, Friday morning as kids came into the room and got settled, I see Carl with his nose in a book. The Revolutionary War Project packet is sitting, untouched, in front of him. "Carl," I said, "On your desk is a Revolutionary War Research Project that I handed out yesterday. Read through it, and if you have questions, ask Ramon." Then I got busy, and promptly forgot all about Carl and the research project.

That afternoon, for the last 1.5 hours of the day, I gave the class time to work on their research project. The packet consists of three sections: Maps and Pictures, Written Work, and Creative Use of the Imagination. Depending on what final score the kids are going for, they must complete a certain amount of activities from each of the three sections. The most activities they have to complete would be nine total activities from the packet. There are about six activities to choose from in each section. It's really a straight forward packet, with each activity explained.

But Carl brings the packet up to me. "I don't get it," he says. I'm thinking that is a pretty generalized statement...what exactly doesn't he get? The directions are clear. The rules clearly state how many activities he needs complete for different grades. The activities are clearly written in English...What on earth doesn't he "get?" Plus, after his little rhombus problem from the morning, I'm not feeling very patient with Mr. Carl at that point.

"I just don't get it. The whole thing," Carl said, his eyes filling up with tears. I take a deep breath and try to remain calm. "Carl," I said. "Is there a specific thing with the directions you are having trouble understanding?"

"I just don't get it," he replied...Grrr....He is taxing my patience. I was trying so hard to remain calm. Carl does have attention deficit disorder (not hyper, too, thank goodness), so I try to cut him some slack. "What's a T-chart?" he asks. Now, yes, on Thursday when I handed out the packet, that was one of the many activities that we discussed, as I didn't think they'd understand a T-chart (I should probably change that activity...note to self). So I explained that particular activity to Carl, who then asked me what was the French and Indian War?

"Carl, that is what you are supposed to find out. That is why it is called research. We have books in the room. We have library books, social studies books, and three sets of encyclopedias to use for research."

"What's an encyclopedia?" Carl asks. He really isn't stupid. I just am not sure what his problem is, but my patience is running out. "Carl," I said. "I think you are getting overwhelmed with this assignment. Take this packet home tonight and show it to your mom. She will help you get organized and make a plan of activities to complete. For now, choose just one activity to work on here in class."

About five minutes later he comes up to me. "What is a musket," he asks. Now, I KNOW that there are at least two activities that involve finding out what a musket is. Carl, it appears, wants me to tell him. "Carl, did you even try looking in a book?"

I tell you, I was done with Carl. Perhaps he should be homeschooled, then he'd get the one-on-one he craves. But in my class of 26, I don't have time to hold Carl's hand. I sent his mom an email. Let her figure it out. She created this ultra-dependant boy. But I told his mom in the email that 6th grade is all about research projects, so he'd better figure it out.