Parent-Teacher Night Analysis

“Edwards says for weeks she noticed her son would keep his elbows tucked close to his sides when at home.” That’s a discovery Colene Edwards, a mother from Brisdale Public School in Brampton, made during parent-teacher night. While the teacher did communicate with her concerning the large size of her son, the teacher never confessed to using a segregated tactic to teach her son, Anelka, about personal space. To distinguish him from the classroom, a pie-shape with masking tape separated his desk; and a box on the ground further divided him from his classmates. The teacher’s case was also questioned because Anelka was the only black student in the class and not allowed to freely explore the room.
In this instance, the teacher allowed physical restraints to curve normal behavior for a child. Not only did it adjust his behavior in the classroom, but it also carried over to his regular conduct at home. While his mother jokingly asked him to loosen himself physically, Anelka didn’t share the situation in school. The fact that the parent discovered it during a parent-teacher night indicates the teacher did not try to hide the actions, possibly showing that she didn’t see anything wrong with it. …show more content…
In King’s article, she draws attention to how peers have powerful impacts in each other’s lives, and the vast possibility of disseminating cognition and knowledge amongst themselves. Although the article titled At the End of Intellectual Disability exhibited many scenarios, I believe the case for Gwazdauska proves an aspect of transactive cognitive partnership. Despite the fact that he didn’t engage in grade-level schoolwork, “his academic participation expanded exponentially alongside his developing relationships.” That relational interaction that happened gradually led to one of Gwazdauska’s peers confessing, “He changed because we changed. He changed because we changed our minds about