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Kim Irvine

Keywords

English literacy, English teachers, writing instruction, English classrooms

Submission Type

Commentary

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I cried in my silent classroom when her picture came up on my role. Her sparkling eyes, clear and full of promise, stared out at me from a darling, dimpled smile ringed by shining blonde curls. In her sixth grade year, this angelic-looking student was in a car accident-caused by a drunk driver. She was badly hurt with her face and head taking most of the damage. I sat numbly listening as they explained my new student's situation. The accident was horrific. She had been thrown from the car through the back window. She lost an ear. We were told that the school was suspending the dress code so she could wear her hat that she tucked down low on that side. She is also blind. They explained that in a few months, she will be facing several reconstructive surgeries, but she really wanted to come back to school before that began. Oh, the pressure! And here it was again, the second time in a week where I was truly worried about how to approach a new student. I was quite shocked to find that I was struggling so hard- grasping for a context, again, so soon-especially since I pride myself in my ability to connect with any student. Now, I was beginning to worry.

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