My memories of grade school are mostly faded, thankfully. I remember a constant feeling of mixed boredom, anger and embarassment. I would read everything assigned in five minutes and sit for the next 25 with nothing to do. At one point my teacher told me that I wasn't actually smart, and that I should just learn to be quiet and not talk so much. During a discussion in science class about parasympathetic vs. sympathetic body systems, I objected to the idea that breathing was involuntary -- the teacher then told me that I should hold my breath for the rest of the class. I also had a teacher that tried to revoke my recess privileges for the rest of the school year, because I had bitten a girl on the wrist when she kept picking me up and throwing me around (I was very small). The teacher believed that I could have given the girl rabies.

I hope one day that when I have children I can afford to send them to private school, in the hopes that they won't have to deal with this kind of idiocy.

1. What really makes me mad is when I have something to say and people act like I'm not there
2. If I can't get what I want I give up.
3. When I take my report card home ? have no report card
4. I feel sorry for Hush puppies.
5. When boys and girls together play, it turns out horrible
6. If other people really want to help me they should kill Mrs. Teacher help me in school
7. The happiest time this week will be Friday.
8. To get along well in a group I know that I must be nice.
9. Compared to other kids my age I am smarter.
10. My main problem is being smart.
11. My teacher is the kind of person who is rigid.
12. When I don't do well in school, it's because I goof around
13. I'd do better in school if I could control myself
14. My mother is the person who told me to do this
15. Secretly, I I don't want to tell you any of my secrets.

• will not participate in class discussions or give her opinions
• makes faces of animals they were talking about
• writes on her hands
• chews on her pencil
• plays with jewelry
• makes and plays with toys
• disturbs other kids
• slammed classroom door. Teacher across the hall slammed door back at Erin and told her she was rude.
• Mrs. Teacher and Erin have had an ongoing power struggle over Erin wearing fashion boots vs. gym shoes to school.

Mrs. Teacher and Mr. Social Worker stated that they felt Erin would be referred immediately in junior high and that teachers would not put up with her or attempt to work with her. They stated they felt she might be recommended for a behavior disordered or emotionally disturbed therapy group, and that she would not make it in junior high.

Mrs. Teacher stated that Erin's friend Heather is not smart and also very immature (she is 1 year older than Erin) and they are concerned that Erin will not relate to or be friends with the mature, high-intelligence 5th graders. They don't approve of Erin's choice in friends.

Mr. Social Worker said they couldn't prevent future teachers from learning about Erin and her behavior.

Mr. Social Worker discussed Erin's view of her being moved from her chair as a punishment. When Erin behaves, they tell her to stay where she is, because it worked. She gets angry and cries, and thinks why should she try to behave, since they don't move her back to her seat when she improves?

Date: 4/2/81
To: Mr. & Mrs. Jacobs
From: Mrs. Teacher

Erin was sent out of gym today after she disobeyed Mr. Gym Teacher's instructions several times.

Date: 4/1/81
To: Mr. & Mrs. Jacobs
From: Mrs. Teacher

On Tuesday, Erin had a difficult time controlling herself in the reading group. She interrupted others, spoke out loud numerous times without being called on to do so, and slammed her hand on her papers when I didn't call on her. I told her she needs to receive "pluses" from me for a week now to earn rewards. I was unable to write the note yesterday.

Date: 5/1/81
To: Mr. & Mrs. Jacobs
From: Mrs. Teacher

Erin had a rather good week until today. She was angry at someone and hit him with a stick. She did not try to deny it but admitted it. This is progress for Erin.

Date: 3/25/81
To: Mr. & Mrs. Jacobs
From: Mrs. Teacher

Erin is acting "silly" when we walk in the hall or when she is at her desk while I'm teaching the class. She's been hanging pencils from her lips, talking to others while getting a reading card, etc. Today these things occurred. I think she needs to become aware of her actions in line also.

Date: 3/19/81
To: Mr. & Mrs. Jacobs
From: Mrs. Teacher

Erin was very good this week until this afternoon. She didn't disrupt the class but had to be told to remove her socks from her hands. I owe her a reward for tomorrow anyway. I'm very pleased with her attempts to curb her behavior. She's really trying hard. Please sign and return.

Date: 3/10/81
To: Mr. & Mrs. Jacobs
From: Mrs. Teacher

When I asked the group a question during the small reading group time, Erin raised her hand and stamped her feet on the floor to get my attention. When I looked at her, she realized what she was doing and stopped stamping her feet. I did call on her several times to answer questions prior to that.

Date: 3/27/81
To: Mr. & Mrs. Jacobs
From: Mrs. Teacher

Please have Erin bring all her non-school items home so she has nothing to distract her in school. She keeps "things" in her desk and plays with them. Items such as a yo-yo, jacks, stickers, etc. are not needed in school.

Strange squeals and noises - these were quite frequent.

During movie, she crawled entire width of room to get washroom pass and then crawled out of room. [Note: I'd been yelled at for walking in front of the movie projector and blocking the light]

Playing with small paper toys.

Inattentiveness during all class discussions - playing with object in desk.

Whenever teacher was instructing class in a new concept, Erin opened a book to read.

Out of seat a great deal - wandering around room.

Waving 2 hands and jumping up and down to get attention.

During Science - inappropriate remarks and strange noises during discussions.

Singing during class discussions.

In a small group discussing their decisions in a simulation social studies unit, Erin was writing on the board and then began kicking another girl. This group came to Mrs. Teacher to complain that Erin was uncooperative and hindering the group.

Pouting when Mrs. Teacher attempted to talk to her privately.

Playing with make-up.

Wearing make-up to school (blush on)

Stamping feet to get attention.

Dancing around her desk.

Banging on books and desk

Talking out loud about irrelevant things during class discussions.

Each child in front of line holds the door and goes to end of the line. Erin balks at doing this and lags behind the others when it's her turn. Her peers get angry with her for doing this.

Swallowed the metal circle from a pen.

Writing on her hands.

Jumped up, squealed and rubbed belly during serious science discussion.

Danced around yelling, "Hush puppy" during social studies discussion.

The purpose of the meeting was to update Erin's progress and to discuss concerns about Erin's entrance into the junior high school. Mrs. Teacher described Erin's behavior as being of major concern. Erin presents herself as an egocentric and highly immature child who distracts others in the class and generally has difficulty in unstructured situations. She seems to have similar difficulty in other areas of her school day such as gym, art, music and Study of People. Mr. Social Worker observed Erin's behavior in an introductory group meeting. Mr. Principal indicated that his observations corroborated teacher input. It appears that her behavior regresses when she perceives herself in competition with peers. Mr. and Mrs. Jacobs stated that they do not see Erin's egocentric and immature behavior at home.

As a result of this discussion the following was agreed upon:

1. Erin should continue in outside therapy.

2. Erin will participate in a Friendship Group to help her understand her behavior.

3. Mrs. Teacher will meet with Erin and her parents to discuss a behavioral management plan in the regular classroom. The plan will incorporate parental cooperation and input.

This meeting was called to update Erin's progress in school. Mrs. Teacher indicated that Erin has been doing much better socially and seems to respond positively to structure and limit setting. As a result, it appears that her academic performance has shown improvement as well. Erin seems to be fitting in better socially with the other kids and is not the subject of negative remarks. There still seems to be some immature behavior outside the classroom, but Erin seems to have things under control.

Mr. Social Worker also indicated that Erin has shown significant improvement within the context of the friendship group. She became a leader in the group, and at times was domineering and bossy. However, she was able to pull back enough that the other kids respected her leadership skills.

Mr. and Mrs. Jacobs indicated that they have also seen improvements in Erin's attitude and, generally, seemed pleased by her progress this year. They noted that Erin is no longer in therapy with Dr. Therapist. Apparently, Dr. Therapist felt that Erin did not have significant emotional problems and, therefore, was no longer in need of her assistance.

Discussion followed about Erin's need for finding outlets for her creativity and intellectual pursuits. Next year's placement at the junior high school was discussed. It was generally felt that Erin should start off fresh in 6th grade like all the other students. However, she will be made aware that Mr. Social Worker will be available to her on an as needed basis. It was also suggested to the parents that there were many outlets at the junior high school that Erin could pursue in a positive way. One such outlet was participation in the school newspaper. It was felt that the junior high school would also place other demands on Erin that would hopefully enable her to deal more maturely with her environment. Mr. and Mrs. Jacobs were encouraged to keep in touch with Mr. Social Worker and Mr. Principal should they have any further concerns.